College of the Atlantic STARS Snapshot - Sierra Club...May 12, 2014 · College of the Atlantic has a very small graduate program. Each year we typically award 2-3 M. Phil degrees

Campus Sustainability Data Collector | AASHE Snapshot | Page 1

College of the AtlanticThe following information was submitted through the STARS Reporting Tool.

Date Submitted: May 12, 2014

STARS Version: 2.0

https://stars.aashe.org/pages/get-involved/campus-sustainability-data-collector/

http://www.aashe.org

https://stars.aashe.org/


Table of ContentsInstitutional Characteristics 3

Institutional Characteristics 3

Academics 12

Curriculum 12

Research 27

Engagement 33

Campus Engagement 33

Public Engagement 55

Operations 71

Air & Climate 71

Buildings 80

Dining Services 90

Energy 98

Grounds 107

Purchasing 114

Transportation 126

Waste 138

Water 150

Planning & Administration 156

Coordination, Planning & Governance 156

Diversity & Affordability 171

Health, Wellbeing & Work 183

Investment 191

Innovation 199

Innovation 199

The information presented in this submission is self-reported and has not been verified by AASHE or a third party. If you believe any of

this information is erroneous, please see the process for inquiring about the information reported by an institution.



http://stars.aashe.org/pages/faqs/4105/?root_category=about#Erroneous_Data


Institutional Characteristics

Institutional Characteristics

The passthrough subcategory for the boundary

Credit

Institutional Boundary

Operational Characteristics

Academics and Demographics




Institutional Boundary

Criteria

This won't display

Submission Note:

College of the Atlantic has a very small graduate program. Each year we typically award 2-3 M. Phil degrees. Because this program is so

small---less than three percent of our student body---and because the overwhelming majority of our resources are devoted to

undergraduates, we focus on our undergraduate program in this survey.

"---" indicates that no data was submitted for this field

Institution type:

Baccalaureate

Institutional control:

Private non-profit

Which campus features are present and included in the institutional boundary?:

Present? Included?

Agricultural school No No

Medical school No No

Pharmacy school No No

Public health school No No

Veterinary school No No

Satellite campus No No

Hospital No No

Farm larger than 5 acres or 2

hectaresYes Yes




Agricultural experiment station

larger than 5 acres or 2 hectaresNo No

Reason for excluding agricultural school:

---

Reason for excluding medical school:

---

Reason for excluding pharmacy school:

---

Reason for excluding public health school:

---

Reason for excluding veterinary school:

---

Reason for excluding satellite campus:

---

Reason for excluding hospital:

---

Reason for excluding farm:

---

Reason for excluding agricultural experiment station:

---

Narrative:

The College of the Atlantic's main campus is 37 acres fronting on the Atlantic Ocean in the Town of Bar Harbor. The campus has parking

adjacent to Route 3, its main access route. The campus has extensive lawns and gardens and a protective buffer of trees along the ocean




shore front. The college has two working farms: Beech Hill Farm and the Peggy Rockefeller Farms. Beech Hill farm is a 72-acre farm

twelve miles from campus that raises 4-5 acres of vegetables for sale to the public at a farm stand, to wholesale accounts, a CSA program,

and also sells produce to the main campus cafeteria. Peggy Rockefeller Farms are 5 miles from campus and comprise 125 acres with 50

acres of pasture and hay land. The farm currently raises small livestock and an apple orchard was recently planted. Broiler chickens from

this farm are provided to the college cafeteria. Both farms have extensive student involvement in their operations. Also, while not

included in the list above, the college has two facilities on offshore islands in the Gulf of Maine that are used for marine research and

teaching. COA ownership on the islands amounts to 15 acres. We also own a 100-acre forested property about 6 miles from the main

campus that is used for field studies. It is not included in the Institutional Boundary (IC-1) since there was not a category above provided

for forest land.




Operational Characteristics

Criteria

n/a

Submission Note:

We do not have a natural gas supply on Mount Desert Island and so use propane. The biomass source is wood pellets made here in

Maine.

Our total campus area includes the main campus (37 acres), Beech Hill Farm (72), Peggy Rockefeller Farms (125) and two small

research Island properties (15), and the Cox Woodlot (100) for a total of 349 acres.


Endowment size:

35,000,000 US/Canadian $

Total campus area:

349 Acres

IECC climate region:

Cold

Locale:

Small town

Gross floor area of building space:

144,500 Gross Square Feet

Conditioned floor area:

141,500 Square Feet

Floor area of laboratory space:

0 Square Feet

Floor area of healthcare space:

0 Square Feet

Floor area of other energy intensive space:

0 Square Feet




Floor area of residential space:

48,360 Square Feet

Electricity use by source::

Percentage of total electricity use (0-100)

Biomass ---

Coal ---

Geothermal ---

Hydro ---

Natural gas ---

Nuclear ---

Solar photovoltaic 7

Wind 93

Other (please specify and explain below) ---

A brief description of other sources of electricity not specified above:

We have a small wind turbine but it only produces a very small amount of electricity and was not included for this question.

Energy used for heating buildings, by source::

Percentage of total energy used to heat buildings (0-100)

Biomass 12

Coal ---

Electricity ---

Fuel oil 65




Geothermal ---

Natural gas 23

Other (please specify and explain below) ---

A brief description of other sources of building heating not specified above:

A very small amount of electricity is used for heating some 144 square foot faculty huts but is not included above. We did not included

square footage for laboratory or health care space as we do have not facilities that meet the definition of using twice that of normal

administrative space. For our small school, these facilities use heating fuel in the same way as administrative spaces.




Academics and Demographics

Criteria

n/a

Submission Note:

All data are for the 2012-2013 academic year (July 1, 2012 through June 30, 2013).


Number of academic divisions:

1

Number of academic departments (or the equivalent):

3

Full-time equivalent enrollment:

329

Full-time equivalent of employees:

105

Full-time equivalent of distance education students:

0

Total number of undergraduate students:

362

Total number of graduate students:

8

Number of degree-seeking students:

356

Number of non-credit students:

6

Number of employees:

117




Number of residential students:

143

Number of residential employees:

0

Number of in-patient hospital beds:

0




Academics

Curriculum

This subcategory seeks to recognize institutions that have formal education programs and courses that address sustainability. One of the

primary functions of colleges and universities is to educate students. By training and educating future leaders, scholars, workers, and

professionals, higher education institutions are uniquely positioned to prepare students to understand and address sustainability

challenges. Institutions that offer courses covering sustainability issues help equip their students to lead society to a sustainable future.

Credit

Academic Courses

Learning Outcomes

Undergraduate Program

Graduate Program

Immersive Experience

Sustainability Literacy Assessment

Incentives for Developing Courses

Campus as a Living Laboratory




Academic Courses

Responsible Party

Dave Feldman

Professor of Physics and Mathematics

Environmental Science

Criteria

Part 1

Institution offers sustainability courses and/or courses that include sustainability and makes an inventory of those courses publicly

available.

Part 2

Institution’s academic departments (or the equivalent) offer sustainability courses and/or courses that include sustainability.

In order to report and earn points for this credit, the institution must conduct a course inventory. The inventory should consist of two

parts:

1) An inventory of sustainability courses that includes, at minimum, the title, department (or equivalent), and level of each course

(i.e. undergraduate or graduate), as well as a brief description if the sustainability focus of the course is not apparent from its title

2) An inventory of other courses that include sustainability. The inventory includes, at minimum, the title, department (or the

equivalent), and level of each course and a description of how sustainability is integrated into each course.

A course may be a sustainability course or it may include sustainability; no course should be identified as both:

• A sustainability course is a course in which the primary and explicit focus is on sustainability and/or on understanding or solving

one or more major sustainability challenge (e.g. the course contributes toward achieving principles outlined in the Earth Charter).

• A course that includes sustainability is primarily focused on a topic other than sustainability, but incorporates a unit or module on

sustainability or a sustainability challenge, includes one or more sustainability-focused activities, or integrates sustainability issues

throughout the course.

For guidance on conducting a course inventory and distinguishing between sustainability courses and courses that include sustainability,

see Standards and Terms and the Credit Example in the STARS Technical Manual. An institution that has developed a more refined

approach to course classification may use that approach as long as it is consistent with the definitions and guidance provided.

Each institution is free to choose a methodology to identify sustainability courses that is most appropriate given its unique circumstances.

Asking faculty and departments to self-identify sustainability courses and courses that include sustainability using the definitions outlined

in Standards and Terms or looking at the stated learning outcomes and course objectives associated with each course may provide a

richer view of sustainability course offerings than simply reviewing course descriptions, but it is not required.

This credit does not include continuing education and extension courses, which are covered by EN 11: Continuing Education.



http://www.earthcharterinaction.org/content/pages/Read-the-Charter.html


Submission Note:

Courses with four or fewer students were omitted, as per the STARS guidelines. The vast majority of these courses were individual

music or language instruction.


Figures required to calculate the percentage of courses with sustainability content::

Undergraduate Graduate

Number of sustainability courses

offered19 0

Number of courses offered that

include sustainability73 0

Total number of courses offered by

the institution186 0

Number of academic departments (or the equivalent) that offer at least one sustainability course and/or course that

includes sustainability (at any level):

1

Total number of academic departments (or the equivalent) that offer courses (at any level):

1

Number of years covered by the data:

One

A copy of the institution’s inventory of its course offerings with sustainability content (and course descriptions):

CollegeOfTheAtlantic_CourseInventory.pdf

An inventory of the institution's course offerings with sustainability content (and course descriptions):

---

The website URL where the inventory of course offerings with sustainability content is publicly available:

http://www.coa.edu/suscurriculum.htm

A brief description of the methodology the institution followed to complete the course inventory:



http://stars.aashe.org/media/secure/477/6/460/2617/CollegeOfTheAtlantic_CourseInventory.pdf

http://www.coa.edu/suscurriculum.htm


All faculty were contacted and described the extent to which their courses from 2012-13 included sustainability. A few faculty could not

be reached. Those faculty's courses were analyzed for sustainabilty content by consulting the course descriptions in the course catalog.

How did the institution count courses with multiple offerings or sections in the inventory?:

Each offering or section of a course was counted as an individual course

A brief description of how courses with multiple offerings or sections were counted (if different from the options

outlined above):

---

Which of the following course types were included in the inventory?:

Yes or No

Internships No

Praticums Yes

Independent study No

Special topics No

Thesis/dissertation No

Clinical No

Physical education No

Performance arts Yes

Does the institution designate sustainability courses in its catalog of course offerings?:

No

Does the institution designate sustainability courses on student transcripts?:

No




Learning Outcomes

Responsible Party

Dave Feldman



Criteria

Institution’s students graduate from degree programs that include sustainability as a learning outcome or include multiple sustainability

learning outcomes. Sustainability learning outcomes (or the equivalent) may be specified at:

• Institution level (e.g. covering all students)

• Division level (e.g. covering one or more schools or colleges within the institution)

• Program level

• Course level

This credit includes graduate as well as undergraduate programs. For this credit, “degree programs” include majors, minors,

concentrations, certificates, and other academic designations. Extension certificates and other certificates that are not part of academic

degree programs do not count for this credit; they are covered in EN 11: Continuing Education. Programs that include co-curricular

aspects may count as long as there is an academic component of the program. Learning outcomes at the course level count if the course is

required to complete the program.

This credit is inclusive of learning outcomes, institutional learning goals, general education outcomes, and graduate profiles that are

consistent with the definition of “sustainability learning outcomes” included in Standards and Terms.

Institutions that do not specify learning outcomes as a matter of policy or standard practice may report graduates from

sustainability-focused programs (i.e. majors, minors, concentrations and the equivalent as reported for AC 3: Undergraduate Program

and AC 4: Graduate Program) in lieu of the above criteria.

Submission Note:

Graduation numbers are from July 1, 2012 -- June 30, 2013.

COA has one academic program; all undergraduates receive a B.A. in human ecology.


Number of students who graduated from a program that has adopted at least one sustainability learning outcome:

75

Total number of graduates from degree programs:

75




A copy of the list or inventory of degree, diploma or certificate programs that have sustainability learning outcomes:

---

A list of degree, diploma or certificate programs that have sustainability learning outcomes:

BA in Human Ecology

A list or sample of the sustainability learning outcomes associated with degree, diploma or certificate programs (if not

included in an inventory above):

The faculty have collectively adopted a set of learning outcomes for its degree in human ecology. As part of this statement, human

ecology is referred to as "a probing and determined search for the roots of contemporary social, cultural, political, and environmental

issues." The learning outcomes are: (1) Creativity, (2) Critical Thinking, (3) Community Engagement, (4) Communication, (5) Integrative

Thinking, (6) Interdisciplinarity.

Additionally, in their senior year, all students are required to write a capstone, integrative essay known as the Human Ecology Essay

(HEE). The HEE is a work of exposition, argumentation, extended description or narration in which the student explores her or his

perspective on Human Ecology. The Human Ecology Essay must be clear, concise, and coherent. Faculty expect that all students who

graduate from COA are able to write compellingly about human ecology and its relation to environmental, social, and economic issues.

The website URL where information about the institution’s sustainability learning outcomes is available:

http://www.coa.edu/assets/registrar/academicprogramandpolicies.pdf



http://www.coa.edu/assets/registrar/academicprogramandpolicies.pdf


Undergraduate Program

Responsible Party

Dave Feldman



Criteria

Institution offers at least one:

• Sustainability-focused program (major, degree program, or equivalent) for undergraduate students

And/or

• Undergraduate-level sustainability-focused minor or concentration (e.g. a concentration on sustainable business within a business

major).

Extension certificates and other certificates that are not part of academic degree programs do not count for this credit; they are covered in

EN 11: Continuing Education.


Does the institution offer at least one sustainability-focused major, degree program, or the equivalent for

undergraduate students?:

Yes

The name of the sustainability-focused, undergraduate degree program (1st program):

B.A. in Human Ecology

A brief description of the undergraduate degree program (1st program):

College of the Atlantic offers on degree, the BA in Human Ecology. At COA, Human Ecology is understood to be the interdisciplinary

study of the relations among humans and their natural, social, and built environments.

The website URL for the undergraduate degree program (1st program):

http://www.coa.edu/degree-requirements.htm

The name of the sustainability-focused, undergraduate degree program (2nd program):

---

A brief description of the undergraduate degree program (2nd program):





---

The website URL for the undergraduate degree program (2nd program):

---

The name of the sustainability-focused, undergraduate degree program (3rd program):

---

A brief description of the undergraduate degree program (3rd program):

---

The website URL for the undergraduate degree program (3rd program):

---

The name and website URLs of all other sustainability-focused, undergraduate degree program(s):

---

Does the institution offer one or more sustainability-focused minors, concentrations or certificates for undergraduate

students?:

Yes

The name of the sustainability-focused undergraduate minor, concentration or certificate (1st program):

Sustainable Food Systems

A brief description of the undergraduate minor, concentration or certificate (1st program):

College of the Atlantic's Sustainable Food Systems Program engages students in examining the social, cultural, political, ecological and

economic implications of the ways food is perceived, produced and consumed. A Sustainable Food Systems focus facilitates the

development of skills, useful to students who choose work in the fields of food and agriculture policy, community development, public

health, land conservation, community food security, global and local activism, agriculture education, food business and small-scale

farming.

COA does not have a formal system for designating minors or concentrations within its one academic program in Human Ecology.

Nevertheless, it does designate several programs. A program at COA is an interdisciplinary academic area in which the college has

intentially chosen to create sufficient depth and breadth to allow students to gain a broad range of experiences and skills so they may

pursue a career in this area. Sustainable Food Systems is one such program.

The website URL for the undergraduate minor, concentration or certificate (1st program):

http://www.coa.edu/sustainable-food-systems.htm

The name of the sustainability-focused undergraduate minor, concentration or certificate (2nd program):





Sustainable Business

A brief description of the undergraduate minor, concentration or certificate (2nd program):

At COA, we teach how the power of environmentally and socially focused strategies bring about positive change in the world, while also

strengthening the enterprise itself. The Sustainable Business program at COA includes both for-profit and non-profit ventures.




pursue a career in this area. Sustainable Business is one such program.

The website URL for the undergraduate minor, concentration or certificate (2nd program):

http://www.coa.edu/sustainable-business.htm

The name of the sustainability-focused undergraduate minor, concentration or certificate (3rd program):

Field Ecology and Conservation Biology

A brief description of the undergraduate minor, concentration or certificate (3rd program):

Students focusing on Field Ecology & Conservation Biology choose a set of foundational courses that afford a solid base for advanced

studies. In all biology classes, we emphasize the importance of understanding the organism in its natural environment and the role

humans have played in shaping that environment. COA takes an ecological approach throughout the curriculum: students discover

interrelationships between organisms and their environments. Unlike at most other colleges, sciences at COA are not insulated from other

areas of study. At COA, we believe that historical, aesthetic, economic, political, and literary analysis and modes of thought enhance the

scientific method. Students are therefore encouraged to design a course of study synthesizing knowledge from different disciplines.

Students also have opportunities to get involved in environmental politics and conservation policy.




pursue a career in this area. Field Ecology and Conservation Biology is one such program.

The website URL for the undergraduate minor, concentration or certificate (3rd program):

http://www.coa.edu/field-ecology-conservation-biology.htm

The name, brief description and URL of all other undergraduate-level sustainability-focused minors, concentrations

and certificates:

---



http://www.coa.edu/sustainable-business.htm

http://www.coa.edu/field-ecology-conservation-biology.htm


Graduate Program

Responsible Party

Craig Ten Broeck

Director of Sustainability

Office of the President

Criteria

Institution offers at least one:

• Sustainability-focused program (major, degree program, or equivalent) for graduate students

And/or

• Graduate-level sustainability-focused minor, concentration or certificate (e.g. a concentration on sustainable business within an

MBA program).

Extension certificates and other certificates that are not part of academic degree programs do not count for this credit; they are covered in

EN 11: Continuing Education.

This credit was marked as Not Applicable for the following reason:

Institution offers fewer than 25 distinct graduate programs.




Immersive Experience

Responsible Party

Dave Feldman



Criteria

Institution offers at least one immersive, sustainability-focused educational study program. The program is one week or more in length

and may take place off-campus, overseas, or on-campus.

For this credit, the program must meet one or both of the following criteria:

• It concentrates on sustainability, including its social, economic, and environmental dimensions

And/or

• It examines an issue or topic using sustainability as a lens.

For-credit programs, non-credit programs and programs offered in partnership with outside entities may count for this credit. Programs

offered exclusively by outside entities do not count for this credit.

See the Credit Example in the STARS Technical Manual for further guidance.


Does the institution offer at least one immersive, sustainability-focused educational study program that meets the

criteria for this credit?:

Yes

A brief description of the sustainability-focused immersive program(s) offered by the institution:

COA offers several immersive, sustainability-focused classes. One of these is The Human Ecology of Wilderness, a course designed and

taught by professor Ken Cline. This course was last offered in spring term of 2011. This course examines the question of wilderness from

multiple perspectives in the hopes of providing an understanding of the concept and real spaces that constitute wilderness. The class

examines historical and contemporary accounts of the value of wilderness, biological, and cultural arguments for wilderness, and the legal

and policy difficulties of "protecting" wilderness. Considerable time is spent evaluating current criticisms of the wilderness idea and

practice.

The course begins with a week-long wilderness trip in the Okenfenokee Swamp in Georgia, interacting with local residents and Refuge

personnel while participating in wilderness restoration work. It then moves to Cumberland Island National Seashore for a week where the

class participates in wilderness management volunteer work and studies the ecological and social sustainability of National Park Service

management practices. Following this 24-hour a day immersive experience, the class continues on campus where course participants are

involved in a term-long project involving sustainable management and land protection of a specific wild area in Maine.




The website URL where information about the immersive program(s) is available:

---




Sustainability Literacy Assessment

Responsible Party

Dave Feldman



Criteria

Institution conducts an assessment of the sustainability literacy of its students. The sustainability literacy assessment focuses on

knowledge of sustainability topics and may also address values, behaviors and/or beliefs. Assessments that focus exclusively on values,

behaviors and/or beliefs are not sufficient to earn points for this credit.

Institution may conduct a follow-up assessment of the same cohort group(s) using the same instrument.

This credit includes graduate as well as undergraduate students.

This credit was marked as Not Pursuing so Reporting Fields will not be displayed.




Incentives for Developing Courses

Responsible Party

Dave Feldman



Criteria

Institution has an ongoing program or programs that offer incentives for faculty in multiple disciplines or departments to develop new

sustainability courses and/or incorporate sustainability into existing courses or departments. The program specifically aims to increase

student learning of sustainability.

Incentives may include release time, funding for professional development, and trainings offered by the institution.

Incentives for expanding sustainability offerings in academic, non-credit, and/or continuing education courses count for this credit.


Does the institution have an ongoing incentives program or programs that meet the criteria for this credit?:

No

A brief description of the program(s), including positive outcomes during the previous three years:

---

A brief description of the incentives that faculty members who participate in the program(s) receive:

---

The website URL where information about the incentive program(s) is available:

---




Campus as a Living Laboratory

Criteria

Institution is utilizing its infrastructure and operations for multidisciplinary student learning, applied research and practical work that

advances sustainability on campus in at least one of the following areas:

• Air & Climate

• Buildings

• Dining Services/Food

• Energy

• Grounds

• Purchasing

• Transportation

• Waste

• Water

• Coordination, Planning & Governance

• Diversity & Affordability

• Health, Wellbeing & Work

• Investment

• Public Engagement

• Other

This credit includes substantive work by students and/or faculty (e.g. class projects, thesis projects, term papers, published papers) that

involves active and experiential learning and contributes to positive sustainability outcomes on campus (see the Credit Example in the

STARS Technical Manual). On-campus internships and non-credit work (e.g. that take place under supervision of sustainability staff or

committees) may count as long as the work has a learning component.

This credit does not include immersive education programs, co-curricular activities, or community-based work, which are covered by AC

5: Immersive Experience, credits in the Campus Engagement subcategory, and credits in the Public Engagement subcategory,

respectively.





Research

This subcategory seeks to recognize institutions that are conducting research on sustainability topics. Conducting research is a major

function of many colleges and universities. By researching sustainability issues and refining theories and concepts, higher education

institutions can continue to help the world understand sustainability challenges and develop new technologies, strategies, and approaches

to address those challenges.

From the institution:

Credit

Academic Research

Support for Research

Access to Research




Academic Research

Responsible Party

Dave Feldman



Criteria

Part 1

Institution’s faculty and/or staff conduct sustainability research and the institution makes an inventory of its sustainability research

publicly available.

Part 2

Institution’s academic departments (or the equivalent) include faculty and staff who conduct sustainability research.

Any level of sustainability research is sufficient to be included for this credit. In other words, a researcher who conducts both

sustainability research and other research may be included.

In order to report for this credit, the institution should conduct an inventory to identify its sustainability research activities and initiatives.

Each institution is free to choose a methodology to identify sustainability research that is most appropriate given its unique circumstances.

For example, an institution may distribute a survey to all faculty members and ask them to self-identify as being engaged in sustainability

research or ask the chairperson of each department to identify the sustainability research activities within his or her department. The

research inventory should be based on the definition of “sustainability research” outlined in Standards and Terms and include, at

minimum, all research centers, laboratories, departments, and faculty members whose research focuses on or is related to sustainability.


Number of the institution’s faculty and/or staff engaged in sustainability research:

22

Total number of the institution’s faculty and/or staff engaged in research:

34

Number of academic departments (or the equivalent) that include at least one faculty or staff member that conducts

sustainability research:

1

The total number of academic departments (or the equivalent) that conduct research:




1

A copy of the sustainability research inventory that includes the names and department affiliations of faculty and

staff engaged in sustainability research:

---

Names and department affiliations of faculty and staff engaged in sustainability research:

COA does not have academic departments. Instead of departmental affiliation, we instead list each faculty member's primary area(s) of

expertise.

John Anderson (Biology)

Molly Anderson (Food Systems)

Nancy Andrews (Performance Art and Video Production)

Jodi Baker (Theater and Performance)

Richard Borden (Psychology and Human Ecology)

Don Cass (Chemistry)

Ken Cline (Environmental Law and Policy)

Dru Colbert (Arts and Design, Visual Communication)

J. Gray Cox (Peace Studies and Philosophy)

David Feldman (Physics and Mathematics)

Jay Friedlander (Sustainable Business)

Sarah Hall (Earth Science)

Helen Hess (Biology)

Anne Kozak (Writing)

Todd Little-Siebold (History)

Isabel Mancinelli (Architecture and Design)

Jamie McKown (Government and Polity)

Suzanne Morse (Botany)

Nishanta Rajakaruna (Botany)

Davis Taylor (Economics)

Sean Todd (Biology)

Karen Waldron (Literature and Women's Studies)

A brief description of the methodology the institution followed to complete the research inventory:

All faculty were given AASHE's criteria for sustainability reserach and then were asked if any of their research in the last three years met

the criteria.

The inventory included all faculty at College of the Atlantic. We did not include lecturers or adjunct faculty.

A brief description of notable accomplishments during the previous three years by faculty and/or staff engaged in

sustainability research:

John Anderson, Don Cass, and Sarah Hall received a $142,000 grant from the Davis Educational Foundation. Their project, titled

"Transforming ecology education through interdisciplinary landscape-level research," will use a local watershed as a case study for




ecological research and teaching.

Richard Borden published Ecology and Experience: Reflections from a Human Ecological Perspective (North Atlantic Books, 2014), an

overview of the intellectual and institutional history of human ecology.

Ken Cline co-authored a book on the natural history of local lakes and ponds. (William V.P. Newlin, with Ken Cline, Rachel Briggs,

Addison Namnoum, and Brett Ciccotelli, The College of the Atlantic Guide to the Lakes and Ponds of Mount Desert, North Atlantic

Books, 2013.)

Gray Cox, Davis Taylor, and Don Cass conducted an NSF-funded two-year study of the use of firewood for residential heating to reduce

the carbon footprint of Hancock County, Maine.

Gray Cox authored a booklet to be published next month by the Quaker Institute for the Future studying Quaker models of participatory

and collaborative research for sustainability studies called "Quaker Approaches to Research: Collaborative Practices and Communal

Discernment".

David Feldman co-authored a paper on project-based education for energy literacy: Anna E. Demeo, David P. Feldman, and Michael L.

Peterson. "A Human Ecological Approach to Energy Literacy through Hands-On Projects: An Essential Component of Effectively

Addressing Climate Change." Journal of Sustainability Education (2013).

Helen Hess is currently working with several COA students to develop a censusing protocol at Anemone Cave in Acadia National Park to

monitor populations of three sea anemone species at the site. This research will inform Park decisions regarding mitigation of freshwater

run-off into the tidepools, which may be increasing with changing weather patterns and may impose a physiological stress on the

organisms. (Research permit #ACAD-2014-SCI-0023.)

Suzanne Morse received a $15,000 grant from SARE (Sustainable Agriculture Research & Education) to conduct research on farm use of

resources for building soil fertility. She is currently exploring how chipped alder might be incorporated into intensive vegetable practices.

Chris Petersen conducted research on ocean acidification, invasive species, and shellfish population dynamics with commercial fishermen

in Frenchman Bay. This work was done with the New England Sustainability Consortium, an NSF-funded group led by the Universities

of Maine and New Hampshire. The title of the grant is Strengthening the scientific basis for decision-making: advancing sustainability

science and knowledge-action capacities in coupled coastal systems.

Nishanta Rajakaruna and COA Student Jillian Gall co-authored a book chapter on phytoremediation for heavy-metal contaminated soils

(The Physiology, Functional Genomics, and Applied Ecology of Heavy Metal-Tolerant Brassicaceae, in Brassicaceae: Characterization,

Functional Genomics and Health Benefits (ed. Minglin Lang), Nova Science, 2013).

Davis Taylor was an invited speaker at the “Community, Cooperation, and Complexity” conference at COA, April 2013. His talk was

titled "Cooperation and Sustainability." Taylor was the keynote speaker at “By Land and By Sea: Leveraging the Co-op Model for

Business Success,” January 19, 2012, The Common Ground Education Center, Unity, Maine.

Karen Waldron co-edited a collection of essays that study the interconnections between literature and the environment to theorize literary

ecology. (Waldron and Friedman, (eds.), Toward a Literary Ecology, Scarecrow Press, 2013.)

The website URL where information about sustainability research is available:

---




Support for Research

Responsible Party

Dave Feldman



Criteria

Institution encourages and/or supports sustainability research through one or more of the following:

• An ongoing program to encourage students in multiple disciplines or academic programs to conduct research in sustainability. The

program provides students with incentives to research sustainability. Such incentives may include, but are not limited to, fellowships,

financial support, and mentorships. The program specifically aims to increase student sustainability research.

• An ongoing program to encourage faculty from multiple disciplines or academic programs to conduct research in sustainability topics.

The program provides faculty with incentives to research sustainability. Such incentives may include, but are not limited to,

fellowships, financial support, and faculty development workshops. The program specifically aims to increase faculty sustainability

research.

• Formally adopted policies and procedures that give positive recognition to interdisciplinary, transdisciplinary, and multidisciplinary

research during faculty promotion and/or tenure decisions.

• Ongoing library support for sustainability research and learning in the form of research guides, materials selection policies and

practices, curriculum development efforts, sustainability literacy promotion, and e-learning objects focused on sustainability.


Research is not considered during faculty tenure and promotion decisions as a matter of policy or standard practice.




Access to Research

Criteria

Institution has a formally adopted open access policy that ensures that versions of all future scholarly articles by faculty and staff and all

future theses and dissertations are deposited in a designated open access repository.

The open access repository may be managed by the institution or the institution may participate in a consortium with a consortial and/or

outsourced open access repository.





Engagement

Campus Engagement

This subcategory seeks to recognize institutions that provide their students with sustainability learning experiences outside the formal

curriculum. Engaging in sustainability issues through co-curricular activities allows students to deepen and apply their understandings of

sustainability principles. Institution-sponsored co-curricular sustainability offerings, often coordinated by student affairs offices, help

integrate sustainability into the campus culture and set a positive tone for the institution.

In addition, this subcategory recognizes institutions that support faculty and staff engagement, training, and development programs in

sustainability. Faculty and staff members’ daily decisions impact an institution’s sustainability performance. Equipping faculty and staff

with the tools, knowledge, and motivation to adopt behavior changes that promote sustainability is an essential activity of a sustainable

campus.

Credit

Student Educators Program

Student Orientation

Student Life

Outreach Materials and Publications

Outreach Campaign

Employee Educators Program

Employee Orientation

Staff Professional Development




Student Educators Program

Responsible Party

Dave Feldman



Criteria

Institution coordinates an ongoing peer-to-peer sustainability outreach and education program for degree-seeking students. The

institution:

• Selects or appoints students to serve as educators and formally designates the students as educators (paid and/or volunteer),

• Provides formal training to the educators in how to conduct outreach, and

• Offers faculty or staff and/or other financial support to the program.

This credit focuses on programs for degree-seeking students enrolled in a for-credit program. Continuing education and/or non-credit

students are excluded from this credit.

This credit recognizes ongoing student educator programs that engage students on a regular basis. For example, student educators may be

responsible for serving (i.e. directly targeting) a particular subset of students, such as those living in residence halls or enrolled in certain

academic subdivisions. Thus, a group of students may be served by a program even if not all of these students avail themselves of the

outreach and education offerings.

Sustainability outreach campaigns, sustainability events, and student clubs or groups are not eligible for this credit unless the criteria

outlined above are met. These programs are covered by EN 5: Outreach Campaign and EN 3: Student Life.





Student Orientation

Responsible Party

Heather Albert-Knopp

Dean of Admission

Office of Admission

Criteria

Institution includes sustainability prominently in its student orientation activities and programming. Sustainability activities and

programming are intended to educate about the principles and practices of sustainability. The topics covered include multiple dimensions

of sustainability (i.e. social, environmental and economic).

Because orientation activities vary from one institution to another, prominent inclusion of sustainability may not take the same form on

each campus. Prominent inclusion of sustainability may also take different forms for different types of students (e.g. undergraduate

students, transfer students, graduate students). When reporting for this credit, each institution will determine what prominent inclusion of

sustainability means given its particular context. (See the Credit Example in the STARS Technical Manual.)

As this credit is intended to recognize programming and student learning about sustainability, incorporating sustainability strategies into

event planning (e.g. making recycling bins accessible or not serving bottled water) is not, in and of itself, sufficient for this credit. Such

strategies may count if they are highlighted and are part of the educational offerings. For example, serving local food would not, in and

of itself, be sufficient for this credit; however, serving local food and providing information about sustainable food systems during meals

could contribute to earning this credit.


The percentage of entering students that are provided an opportunity to participate in orientation activities and

programming that prominently include sustainability:

100

A brief description of how sustainability is included prominently in new student orientation:

Sustainability is included prominently in COA's orientation activities in several ways.

All incoming students are given a selection of readings on concepts in human ecology which explore how humans engage with the

natural, social, built, and technological environments. Students then participate in small group discussions facilitated by alumni, faculty,

and staff to discuss the ideas from the readings and apply them to their lives and studies. All new students attend a talk by COA President

Darron Collins, and faculty members Karen Waldron (literature, writing), and Dave Feldman (math, physics), who discuss the

interconnectedness of social, environmental, and economic problems, emphasizing the central role that students must play in forging

durable solutions to these problems and helping to make the world more just, peaceful, and sustainable. In addition, all incoming students

select from several short field trips designed to orient them to the local environment, food systems, ecosystems, and cultural history.

These trips include: a field ecology hike in Acadia National Park; a tour and work crew at the college's organic farms; a visit to the Abbe




Museum (local American Indian history and culture); and a natural history and ornithology boat tour in Frenchman Bay aboard COA's

research vessel MV Osprey. There is also an extended campus tour which highlights many green features of campus including

composting and heating systems, bicycle storage facilities, recycling facilities, the on-campus community gardens, etc.

COA's new student orientation also includes our Outdoor Orientation Programs (OOPs). These are multi-day outdoor trips (kayaking,

backpacking, sailing, hiking) where students are introduced to diverse Maine ecosystems and Leave No Trace ethics. Approximately 70%

of incoming students participate in OOPs trips.

The website URL where information about sustainability in student orientation is available:

---




Student Life

Responsible Party


Dean of Admission

Office of Admission

Criteria

Institution has co-curricular sustainability programs and initiatives. The programs and initiatives fall into one or more of the following

categories:

• Active student groups focused on sustainability

• Gardens, farms, community supported agriculture (CSA) or fishery programs, and urban agriculture projects where students are able

to gain experience in organic agriculture and sustainable food systems

• Sustainable enterprises that include sustainability as part of their mission statements or stated purposes (e.g. cafés through which

students gain sustainable business skills)

• Sustainable investment funds, green revolving funds or sustainable microfinance initiatives through which students can develop

socially, environmentally and fiscally responsible investment and financial skills

• Conferences, speaker series, symposia or similar events related to sustainability that have students as the intended audience

• Cultural arts events, installations or performances related to sustainability that have students as the intended audience

• Wilderness or outdoors programs (e.g. that organize hiking, backpacking, kayaking, or other outings for students and follow Leave

No Trace principles

• Sustainability-related themes chosen for themed semesters, years, or first-year experiences (e.g. choosing a sustainability-related book

for common reading)

• Programs through which students can learn sustainable life skills (e.g. a series of sustainable living workshops, a model room in a

residence hall that is open to students during regular visitation hours and demonstrates sustainable living principles, or

sustainability-themed housing where residents and visitors learn about sustainability together)

• Sustainability-focused student employment opportunities offered by the institution

• Graduation pledges through which students pledge to consider social and environmental responsibility in future job and other

decisions

• Other co-curricular sustainability programs and initiatives

Multiple programs and initiatives may be reported for each category and each category may include institution-governed and/or

student-governed programs.

Submission Note:

Web addresses for COA's organic farms:

Beech Hill Farm -

http://www.coa.edu/beech-hill-farm-microsite.htm

Peggy Rockefeller Farms -

http://www.coa.edu/peggy-rockefeller-farms-microsite








Web address for student group Earth in Brackets:

http://www.earthinbrackets.org/


Does the institution have one or more co-curricular sustainability programs and initiatives that fall into the following

categories?:

Yes or No

Active student groups focused on sustainability Yes

Gardens, farms, community supported agriculture (CSA)

or fishery programs, or urban agriculture projects where

students are able to gain experience in organic

agriculture and sustainable food systems

Yes

Student-run enterprises that include sustainability as part

of their mission statements or stated purposesYes

Sustainable investment funds, green revolving funds or

sustainable microfinance initiatives through which

students can develop socially, environmentally and

fiscally responsible investment and financial skills

No

Conferences, speaker series, symposia or similar events

related to sustainability that have students as the

intended audience

Yes

Cultural arts events, installations or performances related

to sustainability that have students as the intended

audience

Yes

Wilderness or outdoors programs that follow Leave No

Trace principlesYes

Sustainability-related themes chosen for themed

semesters, years, or first-year experiencesYes

Programs through which students can learn sustainable

life skillsNo






Sustainability-focused student employment opportunities

offered by the institutionYes

Graduation pledges through which students pledge to

consider social and environmental responsibility in future

job and other decisions

No

Other co-curricular sustainability programs and

initiatives---

The name and a brief description of each student group focused on sustainability:

The student-led Campus Committee for Sustainability meets weekly to address a wide range of sustainability initiatives on-campus. The

committee has been involved with efforts ranging from installation of clotheslines at student residences and improving on-campus

compost systems, to installing solar-powered car charging stations and leading the campus effort to divest from fossil fuels.

Earth in Brackets [earth] is a platform for students to become informed about and involved in international environmental processes and

treaty negotiations. The group meets weekly, and at least once each year students participate in international UN-affiliated conventions,

primarily focused on climate change.

The Food Group is a committee dedicated to looking at the sustainability of campus food offerings in our dining hall and cafe. Recently

this group was involved with the removal of a juice machine from our dining hall, due to political and environmental concerns.

Vegetarian/Vegan Club creates a community for vegan, vegetarian, and veg-curious students and helps build awareness of vegetarian and

vegan issues in the greater COA community.

Slow Food COA focuses on food and agriculture-related topics through weekly meetings, an online presence that connects students to

food happenings on campus and in the community, and through site visits, lectures, workshops and other events related to sustainable

food, agriculture, and food culture.

The website URL where information about student groups is available:

http://coa.edu/coaccs.htm

A brief description of gardens, farms, community supported agriculture (CSA) or fishery programs, and urban

agriculture projects where students are able to gain experience in organic agriculture and sustainable food systems:

COA has a half-acre organic community garden on our main campus. The community garden has been in operation for over 40 years and

provides garden plots for community members and classes such as Organic Gardening, which use the garden as a field laboratory. The

community garden is also home to the campus composting system. COA also owns two certified organic farms: Beech Hill Farm (with

approximately 5 acres in vegetable production), and the Peggy Rockefeller Farms (chickens, sheep, hay, and a newly planted heritage

apple orchard). Both farms provide numerous opportunities for student involvement: from research projects (one recent example involves

exploring the use of alder wood chips to improve soil fertility), to developing their own enterprises (such as a student-run pastured poultry

operation), to classes (farm planning, soils, etc.), to working as either volunteers or paid laborers in the fields, managing the farm stand,

or working with the animals. Beech Hill Farm's operations include a Community Supported Agriculture program in addition to a retail

farm stand and wholesale food production for the college's dining services. Each farm/garden operation is coordinated by college staff or

faculty, but there are several student-governed projects that take place on each site.





The website URL where information about the organic agriculture and/or sustainable food systems projects and

initiatives is available:


A brief description of student-run enterprises that include sustainability as part of their mission statements or stated

purposes:

COA has a sustainable enterprise hatchery (small business incubator) that supports students as they launch their enterprises. Several

student enterprises from the last three years have been sustainability-focused, including: Gourmet Butanol - a project to convert food

waste into biofuel using an anaerobic digestion system; Peak Pursuits - a new after-school outdoor program for kids designed as an

antidote to nature deficit disorder; Rio Furniture and Design - custom built sustainable furniture; a local bike taxi service; and La

Coyotera Farm - organic agave production using heritage farming methods.

We also have students who do consulting work to help transform organizations to be more sustainable. Students have done projects with

businesses and organizations including Mount Desert Clean Energy Partners, Island Housing Trust, MOO Milk, Acadia Corp, Black

Dinah Chocolatiers, and Atlantic Brewing Company.

The website URL where information about the student-run enterprise(s) is available:

http://www.coa.edu/susbiz-microsite.htm

A brief description of the sustainable investment or finance initiatives:

---

The website URL where information about the sustainable investment or finance initiatives is available:

---

A brief description of conferences, speaker series, symposia or similar events related to sustainability that have

students as the intended audience:

The college holds a weekly lecture series, the Human Ecology Forum, where local, national, and international speakers address

environmental and social sustainability issues. Topics are wide-ranging and in recent weeks have included sessions on problems with

wind power, a report on the COP 19 climate change conference in Poland, and healing ecology - a Buddhist perspective on the eco-crisis.

The website URL where information about the event(s) is available:

http://news.coa.edu/

A brief description of cultural arts events, installations or performances related to sustainability that have students as

the intended audience:

Each term there are numerous cultural arts events, installations, and performances related to sustainability. Recent examples include the

following:




http://www.coa.edu/susbiz-microsite.htm



Donna Sellinger performed on campus and spoke to students about her own aggressively sustainable DIY theatre practices as well as the

practical challenges involved in that kind of work.

http://www.avclub.com/article/rat-bites-and-solar-snafus-missoula-oblongatas-don-51790

Double Edge Theatre came to campus for interactive programs with students and talked about sustainability in terms of their farm and

also in terms of their own artistic model.

http://www.doubleedgetheatre.org/other-reader/items/double-edge-theatre-gets-high-honor-42.html

The website URL where information about the cultural arts event(s) is available:


A brief description of wilderness or outdoors programs for students that follow Leave No Trace principles:

COA has a vibrant and extremely active student-led outdoor program, which offers regular day and overnight trips including kayaking,

backpacking, sailing, hiking, and more - both close to home in Acadia National Park and Frenchman Bay, and further afield including

Maine's north woods and western mountains. In addition, returning students lead the six-day Outdoor Orientation Program (OOPs) trips

before school starts in the fall.

The website URL where information about the wilderness or outdoors program(s) is available:

http://www.coa.edu/oops.htm

A brief description of sustainability-related themes chosen for themed semesters, years, or first-year experiences:

The human ecology core course is offered each fall, and is a requirement for all first-year students. Human Ecology is the

interdisciplinary study of the relationships between humans and their natural and cultural environments. The purpose of this course is to

build a community of learners that explores the question of human ecology from the perspectives of the arts, humanities, and sciences,

both in and outside the classroom. Each year, the course focuses on an issue of global concern, such as water, food, or wealth, and is

team-taught by faculty members from different disciplines.

The website URL where information about the theme is available:

http://coa.edu/course-listings.htm

A brief description of program(s) through which students can learn sustainable life skills:

Our newest student residence, the Kathryn W. Davis Village, is super-insulated, uses wood pellets for heating, has composting toilets,

employs grey-water recycling and preheating of cold water to reduce energy used for showers, and includes composting buckets in each

kitchen. The houses are home to 54 students each year, and they are self-governed by the residents and their student resident assistants.













http://www.coa.edu/oops.htm

http://coa.edu/course-listings.htm


The website URL where information about the sustainable life skills program(s) is available:

http://www.coa.edu/kathyrn-w-davis-residence-village.htm

A brief description of sustainability-focused student employment opportunities:

There are numerous student employment opportunities, both work-study and non-work-study, that focus on sustainability. Student

workers: manage the campus composting system where all of our dining hall food waste is composted; work on all aspects of production

on our organic farms; organically manage the campus gardens and landscape; coordinate recycling; coordinate the sustainable food

systems program; track energy use on campus; track sustainability in dining hall food purchases; etc.

The website URL where information about the student employment opportuntities is available:

---

A brief description of graduation pledges through which students pledge to consider social and environmental

responsibility in future job and other decisions:

---

The website URL where information about the graduation pledge program is available:

---

A brief description of other co-curricular sustainability programs and initiatives:

---

The website URL where information about other co-curricular sustainability programs and initiatives is available:

---



http://www.coa.edu/kathyrn-w-davis-residence-village.htm


Outreach Materials and Publications

Responsible Party


Dean of Admission

Office of Admission

Criteria

Institution produces outreach materials and/or publications that foster sustainability learning and knowledge. The publications and

outreach materials may include the following:

• A central sustainability website that consolidates information about the institution’s sustainability efforts

• A sustainability newsletter

• Social media platforms (e.g. Facebook, Twitter, interactive blogs) that focus specifically on campus sustainability

• A vehicle to publish and disseminate student research on sustainability

• Building signage that highlights green building features

• Food service area signage and/or brochures that include information about sustainable food systems

• Signage on the grounds about sustainable groundskeeping and/or landscaping strategies employed

• A sustainability walking map or tour

• A guide for commuters about how to use alternative methods of transportation

• Navigation and educational tools for bicyclists and pedestrians (e.g. covering routes, inter-modal connections, policies, services, and

safety)

• A guide for green living and incorporating sustainability into the residential experience

• Regular coverage of sustainability in the main student newspaper, either through a regular column or a reporter assigned to the

sustainability beat

• Other

A single outreach material or publication that serves multiple purposes may be counted more than once. For example, a sustainability

website that includes tools for bicyclists and pedestrians may be counted in both categories.


Does the institution produce the following outreach materials and/or publications that foster sustainability learning

and knowledge? :

Yes or No

A central sustainability website that consolidates

information about the institution’s sustainability effortsYes




A sustainability newsletter Yes

Social media platforms that focus specifically on campus

sustainabilityNo

A vehicle to publish and disseminate student research on

sustainabilityYes

Building signage that highlights green building features Yes

Food service area signage and/or brochures that include

information about sustainable food systemsYes

Signage on the grounds about sustainable

groundskeeping and/or landscaping strategies employedNo

A sustainability walking map or tour No

A guide for commuters about how to use alternative

methods of transportationNo

Navigation and educational tools for bicyclists and

pedestriansNo

A guide for green living and incorporating sustainability

into the residential experienceYes

Regular coverage of sustainability in the main student

newspaper, either through a regular column or a reporter

assigned to the sustainability beat

No

Other sustainability publications or outreach materials

not covered aboveYes

A brief description of the central sustainability website:

The Environmental Commitment section of the college's website has extensive information on its sustainability programs including: how

we are making our buildings more energy efficient; our use of renewable energy including wood pellets, wind and solar to power our

campus; how students are directly involved in international efforts to mitigate climate change; how we reduce waste by recycling food

from our cafeteria into compost; how we recycle paper, glass, metal, cardboard and plastics, our use of local and organic foods in our

cafeteria; and how sustainability is incorporated across the curriculum.




The website URL for the central sustainability website:

http://www.coa.edu/environmental-commitment.htm

A brief description of the sustainability newsletter:

Students publish a regular newsletter on sustainable food systems at COA. This includes updates from our organic farms, details about

student research projects and classes, dining hall information, and much more. The newsletter is distributed electronically and can be

found on the Sustainable Food Systems page on the college's website.

The website URL for the sustainability newsletter:


A brief description of the social media platforms that focus specifically on campus sustainability:

---

The website URL of the primary social media platform that focuses on sustainability:

---

A brief description of the vehicle to publish and disseminate student research on sustainability:

The COA News blog is the college's primary news outlet. It features regular articles about all aspects of sustainability on campus,

including a focus on student research and projects.

The website URL for the vehicle to publish and disseminate student research on sustainability:


A brief description of building signage that highlights green building features :

Signage in bathrooms across campus educate about water conservation issues, and in the Kathryn W. Davis Residence Village there is

informational signage about the composting toilets, how they work, and how to use and maintain them effectively. There is also energy

use and conservation signage in academic buildings.

The website URL for building signage that highlights green building features :

---

A brief description of food service area signage and/or brochures that include information about sustainable food

systems:

At each meal in the dining hall, signage indicates which menu items came from local and organic farms, and which items are vegan and

vegetarian. There is also a sustainable food systems brochure that includes information about the food systems academic program, dining

hall, and organic farms. Much of the brochure content is also posted on the college's website







here:http://www.coa.edu/sustainable-food-systems.htm. A dining services fact sheet is also available at the URL below.

The website URL for food service area signage and/or brochures that include information about sustainable food

systems:

http://www.coa.edu/assets/studentservices/kitchenfaq.pdf

A brief description of signage on the grounds about sustainable groundskeeping and/or landscaping strategies:

---

The website URL for signage on the grounds about sustainable groundskeeping and/or landscaping strategies:

---

A brief description of the sustainability walking map or tour:

---

The website URL of the sustainability walking map or tour:

---

A brief description of the guide for commuters about how to use alternative methods of transportation:

---

The website URL for the guide for commuters about how to use alternative methods of transportation:

---

A brief description of the navigation and educational tools for bicyclists and pedestrians:

---

The website URL for navigation and educational tools for bicyclists and pedestrians:

---

A brief description of the guide for green living and incorporating sustainability into the residential experience:

The Environmental Commitment section of COA's website is used as the primary vehicle to inform students about sustainable practices at

the college. Sustainable practices are also discussed in detail in the community policies handbook.

The website URL for the guide for green living and incorporating sustainability into the residential experience:

http://www.coa.edu/assets/governance/communitypolicies.pdf




http://www.coa.edu/assets/governance/communitypolicies.pdf


A brief description of regular coverage of sustainability in the main student newspaper, either through a regular

column or a reporter assigned to the sustainability beat:

---

The website URL for regular coverage of sustainability in the main student newspaper, either through a regular

column or a reporter assigned to the sustainability beat:

---

A brief description of another sustainability publication or outreach material not covered above (1st material):

The student-run Campus Committee for Sustainability produces an annual report of its accomplishments for the academic year.

The website URL for this material (1st material):

http://coa.edu/publicationsandpolicies.htm

Does the institution produce another sustainability publication or outreach material not covered above? (2nd

material):

Yes

A brief description of this material (2nd material):

A google website was established to showcase the detailed energy audit and sustainability work done at COA's Beech Hill Farm.

The website URL for this material (2nd material):

http://www.coa.edu/energy

Does the institution produce another sustainability publication or outreach material not covered above? (3rd

material):

Yes

A brief description of this material (3rd material):

A google website was established in 2014 to compile and archive sustainable energy efforts at the college, specifically energy profiles for

all of the buildings on campus.

The website URL for this material (3rd material):

https://sites.google.com/a/coa.edu/college-of-the-atlantic-archive-of-sustainable-energy-projec

ts/home

Does the institution produce another sustainability publication or outreach material not covered above? (4th




http://www.coa.edu/energy

https://sites.google.com/a/coa.edu/college-of-the-atlantic-archive-of-sustainable-energy-projects/home

https://sites.google.com/a/coa.edu/college-of-the-atlantic-archive-of-sustainable-energy-projects/home


material):

No

A brief description of this material (4th material):

---

The website URL for this material (4th material):

---


material):

No


---


---


material):

No


---


---


material):

No


---


---





material):

No


---


---




Outreach Campaign

Responsible Party

Craig Ten Broeck



Criteria

Part 1

Institution holds at least one sustainability-related outreach campaign directed at students that yields measurable, positive results in

advancing sustainability. The sustainability-related outreach campaign may be conducted by the institution, a student organization, or

students in a course.

Part 2

Institution holds at least one sustainability-related outreach campaign directed at employees that yields measurable, positive results in

advancing sustainability. The sustainability-related outreach campaign may be conducted by the institution or an employee organization.

The campaign(s) reported for this credit could take the form of a competition (e.g. a residence hall conservation competition), a rating or

certification program (e.g. a green labs or green office program), and/or a collective challenge (e.g. a campus-wide drive to achieve a

specific sustainability target). A single campus-wide campaign may meet the criteria for both parts of this credit if educating students is a

prime feature of the campaign and it is directed at both students and employees.

To measure if a campaign yields measurable, positive results, institutions should compare pre-campaign performance to performance

during or after the campaign. The following impacts are not sufficient for this credit:

• Increased awareness

• Additional members of a mailing list or group


Has the institution held at least one sustainability-related outreach campaign directed at students within the previous

three years that has yielded measurable, positive results in advancing sustainability?:

Yes

Has the institution held at least one sustainability-related outreach campaign directed at employees within the

previous three years that has yielded measurable, positive results in advancing sustainability?:

Yes

The name of the campaign (1st campaign):

College of the Atlantic Energy Framework




A brief description of the campaign (1st campaign):

The college's Campus Committee for Sustainability developed a new Energy Framework with the goal of becoming a fossil fuel free

campus by 2050. The framework sets interim near term objectives for 2015, 2020, 2025, 2030 and 2040. The framework was the result of

more than a half dozen meetings by the committee including direct participation by the college president and a faculty member who

teaches math and physics. The plan was discussed at two All College Meetings and was passed by a vote of those attending in March

2013.

A brief description of the measured positive impact(s) of the campaign (1st campaign):

The near term implementation objectives in the policy are already being pursued by the members of the Campus Committee for

Sustainability and the college's Sustainability Director. For example, in 2013 the college working with ReVision Energy of Liberty Maine

to install 195 solar panels both on campus and the college's nearby Peggy Rockefeller Farms. These panels will provide approximately

6% of the college's annual electric energy use. Smaller panels on campus and at both farms provide another 1% of our electricity. The

college also renewed a contract for the other 93% of electricity needed with Constellation New Energy for electricity and RECs in a

bundled package from wind power farms in the mid-west. Also, the college was given an all-electric Ford Focus for use by students in

their academic programs that also will reduce fossil fuel use.

The website URL where information about the campaign is available (1st campaign):

http://issuu.com/collegeoftheatlantic/docs/coa_magazine_sp13/8

The name of the campaign (2nd campaign):

Fossil Fuel Divestment

A brief description of the campaign (2nd campaign):

Students led the charge for the college to divest from fossil fuel investments. This began with student conversations with the

administration, a presentation at the Trustee Committee on Investment, and several discussions with the Board. Students, faculty, staff,

and trustees worked together on what quickly became a collaborative education, outreach, and action campaign.

A brief description of the measured positive impact(s) of the campaign (2nd campaign):

Students first approached trustees about divestment in January 2013. The college passed a resolution to divest from fossil fuels in March

2013 and fully divested its investment portfolio within 24 hours of passing the divestiture resolution.

The website URL where information about the campaign is available (2nd campaign):

http://news.coa.edu/2013/03/12/coa-divests/

A brief description of other outreach campaigns, including measured positive impacts:

---



http://issuu.com/collegeoftheatlantic/docs/coa_magazine_sp13/8



Employee Educators Program

Responsible Party

Donna Gold

Director of Public Relations

Public Relations

Criteria

Institution administers or oversees an ongoing faculty/staff peer-to-peer sustainability outreach and education program.

In the program, employee sustainability educators are formally designated and receive formal training or participate in an

institution-sponsored orientation. The institution offers financial or other support to the program.

This credit recognizes ongoing programs that engage employees on a regular basis. For example, employee educators may represent or be

responsible for engaging workers in certain departments or buildings. Thus, a group of employees may be served (i.e. directly targeted)

by a program even if not all of these employees avail themselves of the outreach and education offerings.

Training and/or professional development opportunities in sustainability for staff are excluded from this credit. These activities are

covered in EN 8: Staff Professional Development.





Employee Orientation

Responsible Party

Donna Gold


Public Relations

Criteria

Institution covers sustainability topics in new employee orientation and/or in outreach and guidance materials distributed to new

employees, including faculty and staff. The topics covered include multiple dimensions of sustainability (i.e. social, environmental and

economic).





Staff Professional Development

Responsible Party

Donna Gold


Public Relations

Criteria

Institution makes available training and/or other professional development opportunities in sustainability to all staff at least once per

year.

Separate training opportunities for each department would count for this credit, as long as each staff member has an opportunity to learn

about sustainability at least once per year. It is not necessary that each staff member attend such trainings; the credit is based on making

training available to all staff.

This credit applies to staff members only; it does not include faculty members.

The following training opportunities are not sufficient for this credit:

• Specialized training for a small group of staff

• The opportunity to participate in an institutional sustainability committee or group





Public Engagement

This subcategory seeks to recognize institutions that help catalyze sustainable communities through public engagement, community

partnerships and service. Engagement in community problem-solving is fundamental to sustainability. By engaging with community

members and organizations in the governmental, non-profit and for-profit sectors, institutions can help solve sustainability challenges.

Community engagement can help students develop leadership skills while deepening their understandings of practical, real-world

problems and the process of creating solutions. Institutions can contribute to their communities by harnessing their financial and

academic resources to address community needs and by engaging community members in institutional decisions that affect them. In

addition, institutions can contribute toward sustainability broadly through inter-campus collaboration, engagement with external networks

and organizations, and public policy advocacy.

Credit

Community Partnerships

Inter-Campus Collaboration

Continuing Education

Community Service

Community Stakeholder Engagement

Participation in Public Policy

Trademark Licensing

Hospital Network




Community Partnerships

Responsible Party

Donna Gold


Public Relations

Criteria

Institution has one or more formal partnership(s) with the local community, including school districts, government agencies, non-profit

organizations, businesses and/or other entities, to work together to advance sustainability within the community.

Each partnership conforms to one of the following types:

Type of Partnership Indicators

A. Supportive

• Scope: Addresses a sustainability topic or a specific aspect of

sustainability (e.g. community garden, environmental

remediation, community environmental health and education)

• Duration: May be time-limited (short-term projects and

events), multi-year, or ongoing

• Commitment: Institutional involvement may include financial

and/or staff support or may be limited to resource sharing

and/or endorsement

• Governance: Campus and community leaders or

representatives are engaged in program/project development

B. Collaborative

• Scope: Addresses one or more sustainability challenge and

may simultaneously support social equity and wellbeing,

economic prosperity, and ecological health (e.g. a green jobs

program in an economically disadvantaged neighborhood)

• Duration: May be time-limited, multi-year, or ongoing

• Commitment: Institution provides faculty/staff, financial,

and/or material support

• Governance: Campus and local community members are

both engaged in program/project development, from agenda

setting and planning to decision-making, implementation and

review




C.Transformative

• Scope: Catalyzes community resiliency and local/regional

sustainability by simultaneously supporting social equity and

wellbeing, economic prosperity, and ecological health on a

community or regional scale (e.g. “transition” projects and

partnerships focused on community adaptation to climate

change)

• Duration: Is multi-year or ongoing and proposes or plans for

institutionalized and systemic change

• Commitment: Institution provides faculty/staff and financial

or material support

• Governance: Partnership has adopted a stakeholder

engagement framework through which community members,

vulnerable populations, faculty, staff, students and other

stakeholders are engaged in program/project development,

from agenda setting and planning to decision-making,

implementation and review




An institution may have multiple partnerships of each type, however no single partnership may be both supportive and collaborative,

collaborative and transformative, or supportive and transformative.

Recognizing the diversity of forms that community partnerships may take, it is not required that a partnership meet all of the criteria listed

to be considered supportive or collaborative. A partnership must meet all of the criteria listed to be considered transformative, however.

For further guidance in identifying community partnerships that meet the criteria for each type, see the Credit Example in the STARS

Technical Manual.

This credit recognizes campus-community partnerships that advance sustainability in an explicit and participatory way. Participatory,

community-based research and engaged scholarship around issues of sustainability may be included if it involves formal partnership(s).

Although community service activities (e.g. academic service learning, co-curricular service learning and volunteer activities,

Work-Study community service and paid community service internships) may involve local partnerships and contribute toward

sustainability, they are not included in this credit. Community service is covered by EN 12: Community Service.


Does the institution have at least one formal sustainability partnership with the local community that meets the

criteria as “supportive”?:

Yes

A brief description of the institution’s supportive sustainability partnership(s) with the local community:

COA has worked with the chamber of commerce to replace traditional lightbulbs with CFLs, providing the lightbulbs free in exchange for

old bulbs.

It is currently working with a local elementary school to increase sustainability literacy.


criteria as “collaborative”?:

---

A brief description of the institution's collaborative sustainability partnership(s):

---


criteria as “transformative”?:




---

A brief description of the institution's transformative sustainability partnership(s) with the local community:

---

A brief description of the institution’s sustainability partnerships with distant (i.e. non-local) communities:

---

The website URL where information about sustainability partnerships is available:

http://www.coa.edu/press-release-archives_pg43_435.htm





Inter-Campus Collaboration

Responsible Party


Dean of Admission

Office of Admission

Criteria

Institution collaborates with other colleges and universities to support and help build the campus sustainability community.

See the Credit Example in the STARS Technical Manual for guidance on identifying appropriate collaborations.


Does the institution collaborate with other colleges and universities to support and help build the campus

sustainability community?:

Yes

A brief summary of papers, guides, presentations, and other resources the institution has developed to share their

sustainability experience with other institutions:

COA is a founding signatory to the ACUPCC, and our former president David Hales was the chair of the committee that created its guide

to carbon offsets. The college was an early (2006) member of the Clean Air--Cool Planet Campuses for Climate Action program, and we

continue to use their carbon calculator.COA is also a part of the Real Food Challenge, and we are working on advanced goals, as we have

already surpassed the base goals for signatories. Over the last several years, the college has hosted two sustainable food systems

conferences on campus. In 2013, COA students went to the national PowerShift conference where they presented and shared information

on the college's divestment efforts as well as their work with international climate negotiations. Faculty member Jay Friedlander has

given numerous presentations on COA's sustainable enterprise hatchery (small business incubator program) including at several recent

Ashoka conferences. COA president Darron Collins speaks at numerous venues, including a recent presentation at the Maine Climate

Solutions Expo and Summit. Faculty also present lectures and papers at other national and international conferences, including the 2013

Society for Human Ecology conference in Australia, sustainable food systems conferences,

The names of local, state/provincial, regional, national, or international campus sustainability organizations or

consortia in which the institution participates and/or is a member:

EcoLeague Consortium

ACUPCC - signatory member

EPA Green Power Partnership

Real Food Challenge

Clean Air--Cool Planet Campuses for Climate Action Program

Maine Businesses for Sustainability

Maine Organic Farmers and Gardeners Association




Bar Harbor Chamber of Commerce Sustainable Tourism Committee Member

Member of the Greater Portland Council of Governments Clean Cities Coalition

Maine Green Campus Consortium

Earth Charter

Ashoka Changemaker Campus

International Society for Human Ecology

AASHE - Annual Conference

Acadia National Park - special partnership agreement

A brief summary of additional ways the institution collaborates with other campuses to advance sustainability :

In 2007, College of the Atlantic's Sustainability Director helped organize the Northeast Campus Sustainability Consortium Conference

held at Bowdoin College. In 2010, COA's Director of Sustainability worked with Unity College to develop a weekend workshop on

moving toward more sustainable campuses and lifestyles. COA students also attended the workshop. Each year the EcoLeague member

colleges put together collaborative summer courses on topics related to sustainability and ecology. COA also helps to coordinate the

international Society for Human Ecology.

The website URL where information about cross-campus collaboration is available:

---




Continuing Education

Responsible Party

Donna Gold


Public Relations

Criteria

Part 1

Institution offers continuing education courses that address sustainability.

Courses that address sustainability include continuing education sustainability courses and continuing education courses that include

sustainability. Courses that can be taken for academic credit are not included in this credit. They are covered by the Curriculum

subcategory.

Part 2

Institution has at least one sustainability-themed certificate program through its continuing education or extension department.

Degree-granting programs (e.g. programs that confer Baccalaureate, Masters, and Associates degrees) and certificates that are part of

academic degree programs are not included in this credit. They are covered in the Curriculum subcategory.


Does the institution offer continuing education courses that address sustainability?:

---

Number of continuing education courses offered that address sustainability:

---

Total number of continuing education courses offered:

---

A copy of the list and brief descriptions of the continuing education courses that address sustainability:

---

A list and brief descriptions of the continuing education courses that address sustainability:

---




Does the institution have at least one sustainability-themed certificate program through its continuing education or

extension department?:

---

A brief description of the certificate program:

---

Year the certificate program was created:

---

The website URL where information about sustainability in continuing education courses is available :

---




Community Service

Responsible Party

Donna Gold


Public Relations

Criteria

Part 1

Institution engages its student body in community service, as measured by the percentage of students who participate in community

service.

Part 2

Institution engages students in community service, as measured by the average hours contributed per full-time student per year.

Institutions may exclude non-credit, continuing education, and/or part-time students from this credit.

Submission Note:

From our course catalog:

Community Service

All students at COA are required to complete forty hours of community service prior to their last term of enrollment. The College

believes that community service provides valuable experience as well as personal and educational opportunities that complement a

student’s studies in Human Ecology. A student can satisfy the community service requirement through on-campus or offcampus

volunteer work. On-campus service suggestions include committee membership, planning campus-wide activities such as Earth Day, or

volunteering at Beech Hill Farm. Off-campus service includes activities that strengthen the College’s ties to the local community such

as coaching local athletic teams, tutoring math in an after-school program, or volunteering at a nursing home. A combination of

on-campus and off-campus experiences is encouraged.

Community service must be on a volunteer basis (not for pay or for credit) and consist of a minimum of forty hours in total. Most

students have an excess of community-oriented work and ultimately need to decide which experience to use to fulfill the requirement.

The Internship and Career Services Director is responsible for assessing the adequacy of the student’s service. A one-page form with a

description of the activity, length of involvement, and reflections must be completed and returned to the Internship Office prior to

graduation. The required form is available on the college’s website. In addition this office has resources for on and off campus

community service opportunities.


Number of students engaged in community service:

350




Total number of students :

350

Does the institution wish to pursue Part 2 of this credit (community service hours)?:

---

Total number of student community service hours contributed during a one-year period:

3,200

Does the institution include community service achievements on student transcripts?:

No

A brief description of the practice of including community service on transcripts, if applicable:

---

Does the institution provide incentives for employees to participate in community service (on- or off-campus)?:

---

A brief description of the institution’s employee community service initiatives:

---

The website URL where information about the institution’s community service initiatives is available:






Community Stakeholder Engagement

Criteria

Institution has adopted a framework for community stakeholder engagement in governance, strategy and operations. The framework

includes:

1) Policies and procedures that ensure community stakeholder engagement is applied systematically and regularly across the

institution’s activities (e.g. planning and development efforts, capital investment projects, and/or other activities and decisions that

affect the broader community)

And

2) Established practices to identify and engage relevant community stakeholders, including any vulnerable or underrepresented

groups.

Frameworks adopted by entities of which the institution is part (e.g. government or university system) may count for this credit as long as

the policies apply to and are followed by the institution.

This credit does not include the engagement of internal campus stakeholders (e.g. students, faculty and staff); internal stakeholder

engagement is covered in PA 3: Governance.





Participation in Public Policy

Responsible Party

Donna Gold


Public Relations

Criteria

Institution advocates for national, state/provincial, or local public policies that support campus sustainability or that otherwise advance

sustainability.

The policy advocacy must be done by the institution, not by students or a student group. This credit acknowledges institutions that

advocate for policy changes and legislation to advance sustainability broadly. Advocacy efforts that are made exclusively to advance the

institution's interests or projects may not be counted. For example, advocating for government funding for campus sustainability may be

counted, whereas lobbying for the institution to receive funds that have already been appropriated may not.

Submission Note:

The website refers to students' efforts on an international level.


Does the institution advocate for national, state/provincial, or local public policies that support campus sustainability

or that otherwise advance sustainability?:

Yes

A brief description of how the institution engages in public policy advocacy for sustainability, including the issues,

legislation, and ordinances for or against which the institution has advocated:

State: Students lobbied for and helped to pass Maine's bottle bill in the 1970s. More recently, a student initiated the bill that requires big

box stores to offer an economic impact statement before moving into a town. Students have lobbied the state to preserve natural

wildlands, and vernal pools, they have protested - with faculty - the keystone pipeline. Students are taught to be advocates for local,

national, regional and international issues, and have had a powerful presence as youth delegates at UN conferences.

A brief description of other political positions the institution has taken during the previous three years:

---

A brief description of political donations the institution made during the previous three years (if applicable):

---




The website URL where information about the institution’s advocacy efforts is available:






Trademark Licensing

Responsible Party

Donna Gold


Public Relations

Criteria

Institution is a member of the Fair Labor Association (FLA) and/or the Worker Rights Consortium (WRC).


Is the institution a member of the Worker Rights Consortium?:

No

Is the institution a member of the Fair Labor Association? :

No

Has the institution expressed an intention to participate in the WRC's Designated Suppliers Program? :

---

The website URL where information about the institution’s participation in the WRC, FLA, and/or DSP is available:

---




Hospital Network

Criteria

Institution’s affiliated hospital or health system is a member of the Global Green and Healthy Hospitals Network, the Healthier Hospitals

Initiative and/or Practice Greenhealth.

This credit includes hospitals and health systems that are formally affiliated with a higher education institution (sometimes called

“university hospitals”). Other types of health care providers (e.g. insurers through which an institution obtains health care for its

employees) are not included.


The institution does not have an affiliated hospital or health system.




Operations

Air & Climate

This subcategory seeks to recognize institutions that are measuring and reducing their greenhouse gas and air pollutant emissions. Global

climate change is having myriad negative impacts throughout the world, including increased frequency and potency of extreme weather

events, sea level rise, species extinction, water shortages, declining agricultural production, and spread of diseases. The impacts are

particularly pronounced for low-income communities and countries. In addition, institutions that inventory and take steps to reduce their

air pollutant emissions can positively impact the health of the campus community, as well as the health of their local communities and

regions.

Credit

Greenhouse Gas Emissions

Outdoor Air Quality




Greenhouse Gas Emissions

Responsible Party

Craig Ten Broeck



Criteria

Part 1

Institution has conducted a publicly available greenhouse gas (GHG) emissions inventory that includes, at minimum, Scope 1 and Scope

2 GHG emissions and may also include Scope 3 GHG emissions. The inventory may be validated internally by campus personnel who are

independent of the GHG accounting and reporting process and/or verified by an independent, external third party.

Part 2

Institution reduced its adjusted net Scope 1 and Scope 2 GHG emissions per weighted campus user compared to a baseline.

Part 3

Institution’s annual adjusted net Scope 1 and Scope 2 GHG emissions are less than the minimum performance threshold of 0.02 metric

tons of carbon dioxide equivalent (MtCO2e) per gross square foot (0.002 MtCO2e per gross square metre) of floor area.

Performance for Part 3 of this credit is assessed using EUI-adjusted floor area, a figure that accounts for significant differences in energy

use intensity (EUI) between types of building space.

For this credit, the following carbon offsets may be counted:

1. Institution-catalyzed carbon offsets (popularly known as “local offsets”)

2. Carbon sequestration due to land that the institution manages specifically for sequestration (as documented in policies, land

management plans or the equivalent)

3. Carbon storage from on-site composting

4. Third-party verified purchased carbon offsets

Purchased Renewable Energy Certificates (RECs) that are either Green-e Energy certified or meet Green-e Energy’s technical

requirements and are verified as such by a third party may be counted as zero emissions energy for purposes of Scope 2 GHG accounting.

Purchased carbon offsets and RECs that have not been third-party verified do not count.

Institutions that have sold or transferred emissions reductions, e.g. in the form of verified emissions reductions (VERs), may not count

those reductions toward this credit.





Does the institution's GHG emissions inventory include all Scope 1 and Scope 2 GHG emissions?:

Yes

Does the institution's GHG emissions inventory include all Scope 3 GHG emissions from any of the following

categories?:

Yes or No

Business travel Yes

Commuting Yes

Purchased goods and services No

Capital goods No

Fuel- and energy-related activities not included in Scope 1

or Scope 2Yes

Waste generated in operations Yes

Does the institution's GHG emissions inventory include Scope 3 emissions from other categories?:

No

A brief description of the methodology and/or tool used to complete the GHG emissions inventory:

The college uses the Clean Air--Cool Planet carbon calculator to inventory its GHG emissions and has done so since 2006. Information is

collected from our heating fuel and electricity providers and from our business office regarding air travel. Commuter surveys have been

used to gather information from students, faculty and staff on commuting distances and frequency. Information on number of students

comes from the college's Common Data Set. Note: The 'Performance' year is FY2013 and the 'Base' year is 2005.

Has the GHG emissions inventory been validated internally by personnel who are independent of the GHG

accounting and reporting process and/or verified by an independent, external third party?:

No

A brief description of the internal and/or external verification process:

The GHG survey is done by the Director of Sustainability with the assistance of a student who collects data, based on the academic year,

for air travel mileage for students, faculty, and staff. The GHG survey has not been third-party verified.

Scope 1 and Scope 2 GHG emissions::




Performance Year Baseline Year

Scope 1 GHG emissions from

stationary combustion531 Metric Tons of CO2 Equivalent 584 Metric Tons of CO2 Equivalent

Scope 1 GHG emissions from other

sources31 Metric Tons of CO2 Equivalent 21 Metric Tons of CO2 Equivalent

Scope 2 GHG emissions from

purchased electricity313 Metric Tons of CO2 Equivalent 434 Metric Tons of CO2 Equivalent

Scope 2 GHG emissions from other

sources31 Metric Tons of CO2 Equivalent 43 Metric Tons of CO2 Equivalent

Figures needed to determine total carbon offsets::


Institution-catalyzed carbon offsets

generated0 Metric Tons of CO2 Equivalent 0 Metric Tons of CO2 Equivalent

Carbon sequestration due to land

that the institution manages

specifically for sequestration

0 Metric Tons of CO2 Equivalent 0 Metric Tons of CO2 Equivalent

Carbon storage from on-site

composting15 Metric Tons of CO2 Equivalent 0 Metric Tons of CO2 Equivalent

Third-party verified carbon offsets

purchased329 Metric Tons of CO2 Equivalent 0 Metric Tons of CO2 Equivalent

A brief description of the institution-catalyzed carbon offsets program:

None.

A brief description of the carbon sequestration program and reporting protocol used:

None.

A brief description of the composting and carbon storage program:




The college composts all pre- and post-consumer food 'waste' and napkins from the dining hall and cafe in the college's on-campus

compost system. In addition, during the summer these materials are composted at one of the two nearby farms owned by the college. The

compost is used on the community gardens and the farms.

A brief description of the purchased carbon offsets, including third party verifier(s) and contract timeframes:

Electricity RECs: RECs purchased from Native Energy for electricity for the calendar years 2004 and 2006. Certification - Green-E.

RECs and electricity purchased as a bundle from the Worumbo Hydropower Plant in Maine for the calendar years 2008, 2009 and 2010.

Certification - Green E. RECs purchased for electricity for calendar years 2011, 2012 and 2013 from Constellation New Energy includes

both electricity and RECs as a bundle. Certification - Green-E.

Carbon Offsets: First Purchase – The Climate Trust, Portland Oregon.

www.climatetrust.org

Period offset – October 1, 2006 to December 31, 2007 (15 months). Purchased 2,257 metric tons of carbon offsets from the Traffic

Signals Optimization Project at a cost of $10 per metric ton for a total cost of $22,570. Verification - Oregon Standard

Second Purchase – Carbonfund.org., Bethesda, Maryland.

www.carbonfund.org

Period offset – January 1, 2008 to December 31, 2009 (24 months). Purchased 4,158 metric tons of carbon from the Truck Stop

Electrification Project at a cost of $7/metric ton for a total cost of $29,106. Verification: American Carbon Registry / Environmental

Resources Trust’s Monitoring, Reporting and Verification Protocol

Third Purchase – Native Energy, Burlington, Vermont.

www.nativeenergy.com

Period offset – January 1, 2010 to June 30, 2010 (6 months). Purchased 987 metric tons of carbon offsets from the Wewoka Landfill Gas

to Energy Project in Wewoka, Oklahoma at a cost of $7.50 per metric ton for a total cost of $7,402. Verification: Verified Carbon

Standard

Fourth Purchase –

CarbonFund.org

. Period offset – July 1, 2010 to June 30, 2011. Purchased 1909 metric tons of carbon offsets for the Greater New Bedford Massachusetts

Landfill Gas-to-Energy Project at a cost of $11,454. Verification: American Carbon Registry / Environmental Resources Trust’s

Monitoring, Reporting & Verification Protocol and the Chicago Climate Exchange

Verification/Validation: First Environment, Inc.

Figures needed to determine “Weighted Campus Users”::


Number of residential students 143 104



http://www.climatetrust.org




http://www.carbonfund.org




http://www.nativeenergy.com




http://CarbonFund.org





Number of residential employees 0 0

Number of in-patient hospital beds 0 0

Full-time equivalent enrollment 329 276

Full-time equivalent of employees 105 98

Full-time equivalent of distance

education students0 0

Start and end dates of the performance year and baseline year (or three-year periods):

Start Date End Date

Performance Year July 1, 2012 June 30, 2013

Baseline Year July 1, 2004 June 30, 2005

A brief description of when and why the GHG emissions baseline was adopted:

Craig TenBroeck began work for the college as the Sustainability Director in September 2005. In spring 2006 we began using the Clean

Air Cool Planet Carbon Calculator, so 2005 was the most recent year for which we could collect accurate data to enter into the calculator.

Gross floor area of building space, performance year:

141,547 Square Feet

Floor area of energy intensive building space, performance year:

Floor Area

Laboratory space 0 Square Feet

Healthcare space 0 Square Feet

Other energy intensive space 0 Square Feet

Scope 3 GHG emissions, performance year::

Emissions




Business travel 253 Metric Tons of CO2 Equivalent

Commuting 427 Metric Tons of CO2 Equivalent

Purchased goods and services 0 Metric Tons of CO2 Equivalent

Capital goods 0 Metric Tons of CO2 Equivalent

Fuel- and energy-related activities not included in Scope 1

or Scope 231 Metric Tons of CO2 Equivalent

Waste generated in operations 0 Metric Tons of CO2 Equivalent

Other categories (please specify below) 0 Metric Tons of CO2 Equivalent

A brief description of the sources included in Scope 3 GHG emissions from "other categories":

---

A copy of the most recent GHG emissions inventory:

Copy of Calculator_v6.9 Corrected Version.xlsm

The website URL where the GHG emissions inventory is posted:

http://rs.acupcc.org/search/?abs=&q=College%20of%20the%20Atlantic

A brief description of the institution’s GHG emissions reduction initiatives, including efforts made during the

previous three years:

The college continues to conduct energy audits of buildings by involving students taking an energy course. We also hired a professional

energy auditor to do an audit before and after the renovation of the college's main administrative building known as the Turrets, which

was built in 1895. The building was renovated during 2013 receiving 99 new thermal pane windows as well as a new roof and air

tightening as a result of new chinking of granite blocks and caulking of new windows. This resulted in a 50% reduction in air infiltration

as determined by 'before' and 'after' blower door testing. The college continues to contract all of its electricity from mid-west wind power

sources including paying for the associated RECs in real time. We are switching out cfl bulbs and fluorescent tube lighting for newer,

more energy efficient LED lights using both bulb and modular tube LED types (e.g. Take-A-Break kitchen). A switch to modular LEDs

has begun in the college's dining hall kitchen and the work is expected to be completed by May 31, 2014.

Through practical, hands on energy courses students are working on working on energy reduction issues on Campus. In 2012, 'Advanced

Energy Principles' course focused on energy reduction initiatives for the Arts and Sciences building on campus. Student groups

performed assessments and implemented energy initiatives in lighting, plug loads, domestic hot-water, server room air conditioning and

heat and insulation for the attached botany greenhouse.

In the Physics and Math of Sustainable Energy course, offered each year, student group projects have worked on a wide number of

emissions reduction initiatives including: reducing water pumping for irrigation at one of the college's farms, assessing heating needs and

alternative heating solutions for campus, investigating heat pump technology to take heat out of the campus kitchen and use it to heat



http://stars.aashe.org/media/secure/477/6/478/3623/Copy%20of%20Calculator_v6.9%20Corrected%20Version.xlsm

http://rs.acupcc.org/search/?abs=&q=College%20of%20the%20Atlantic


domestic hot-water.

In 2012 COA completed and Energy Demonstration Project at one of its' organic farms. The work included an energy audit of the farm

house followed by extensive insulation added to the farm house as well as a heat pump to replace the gas heater. Other initiatives related

to this project include replacing a gas greenhouse heater with a wood pellet furnace, insulating the walk-in refrigeration system, replacing

the refrigerating unit and installing solar panels at the farm. All of this was done through student and community participation.




Outdoor Air Quality

Criteria

Part 1

Institution has adopted policies or guidelines to improve outdoor air quality and minimize air pollutant emissions from mobile sources.

Policies and/or guidelines may include, but are not limited to, prohibiting vehicle idling, restrictions on the use of powered lawn care

equipment, and other strategies for minimizing mobile emissions.

Policies adopted by entities of which the institution is part (e.g. government or university system) may count for Part 1 of this credit as

long as the policies apply to and are followed by the institution.

Part 2

Institution has completed an inventory of significant air emissions from stationary sources on campus. Significant emissions include

nitrogen oxides (NOx), sulfur oxides (SOx), and other standard categories of air emissions identified in environmental permits held by the

institution, international conventions, and/or national laws or regulations.





Buildings

This subcategory seeks to recognize institutions that are taking steps to improve the sustainability performance of their buildings.

Buildings are generally the largest user of energy and the largest source of greenhouse gas emissions on campuses. Buildings also use

significant amounts of potable water. Institutions can design, build, and maintain buildings in ways that provide a safe and healthy

indoor environment for inhabitants while simultaneously mitigating the building’s impact on the outdoor environment.


Our newest construction, the Kathryn W. Davis Residence Village, is LEED-equivalent according to our architects, though it is not LEED

certified.

Credit

Building Operations and Maintenance

Building Design and Construction

Indoor Air Quality




Building Operations and Maintenance

Responsible Party

Craig Ten Broeck



Criteria

Institution owns and operates buildings that are:

1) Certified under a green building rating system for existing buildings, e.g. LEED® for Existing Buildings: Operations & Maintenance

(O&M)

And/or

2) Operated and maintained in accordance with formally adopted sustainable operations and maintenance guidelines and policies that

cover all of the following:

• Impacts on the surrounding site

• Energy consumption

• Building-level energy metering

• Usage of environmentally preferable materials

• Indoor environmental quality

• Water consumption

• Building-level water metering

Building space that meets multiple criteria listed above should not be double-counted.

Submission Note:

We are not applying for credit under OP-3 as we are a small college with a limited Buildings and Grounds staff. They are very familiar

with each of our buildings and attend to their efficient operation on a daily basis. So, we don't use written sustainable operations and

maintenance guidelines or policies.


Does the institution have any building space certified under the following green building rating systems for existing

buildings?:

Yes or No




LEED for Existing Buildings or another 4-tier rating

system used by an Established Green Building Council

(GBC)

No

The DGNB system, Green Star Performance, or another

3-tier GBC rating systemNo

BREEAM-In Use, CASBEE for Existing Building, or

another 5-tier GBC rating systemNo

Other non-GBC rating systems (e.g. BOMA BESt, Green

Globes)No

A brief description of the green building rating system(s) used and/or a list or sample of certified buildings and

ratings:

---

Total floor area of eligible building space (operations and maintenance):

141,537 Square Feet

Floor area of building space that is certified at each level under a 4-tier rating system for existing buildings used by

an Established Green Building Council::

Certified Floor Area

Minimum Level (e.g. LEED Certified) 0 Square Feet

3rd Highest Level (e.g. LEED Silver) 0 Square Feet

2nd Highest Level (e.g. LEED Gold) 0 Square Feet

Highest Achievable Level (e.g. LEED Platinum) 0 Square Feet




Minimum Level ---




Mid-Level ---

Highest Achievable Level ---




Minimum Level ---

4th Highest Level ---

Mid-Level ---

2nd Highest Level ---


Floor area of building space that is certified at any level under other green building rating systems for existing

buildings:

---

Floor area of building space that is maintained in accordance with formally adopted sustainable building operations

and maintenance guidelines or policies, but not certified:

0 Square Feet

A copy of the sustainable building operations and maintenance guidelines or policies:

---

The date the guidelines or policies were formally adopted:

---

A brief description of the sustainable building operations and maintenance program and/or a list or sample of

buildings covered:

---

A brief description of how the institution ensures compliance with sustainable building operation and maintenance

guidelines and policies:




---

The website URL where information about the institution’s certified buildings and/or sustainable operations and

maintenance guidelines or policies is available:

---




Building Design and Construction

Responsible Party

Craig Ten Broeck



Criteria

Institution-owned buildings that were constructed or underwent major renovations in the previous five years are:

1) Certified under a green building rating system for new construction and major renovations (e.g. the LEED® for New Construction and

Major Renovations, LEED for Commercial Interiors, LEED for Healthcare, and/or LEED for Core and Shell Green Building Rating

Systems)

2) Certified Living under the Living Building Challenge (LBC)

And/or

3) Designed and built in accordance with formally adopted green building guidelines and policies that cover all of the following topics:

• Impacts on the surrounding site

• Energy consumption

• Building-level energy metering

• Usage of environmentally preferable materials

• Indoor environmental quality

• Water consumption

• Building-level water metering

Building space that meets multiple criteria listed above should not be double-counted.

Submission Note:

8/21/08 is the date that the Kathryn W. Davis Residence Village was completed and opened. The plans/guidelines for the construction

project were created earlier than that, in order to guide the project, but we do not know the exact date.


Does the institution have any building space certified under the following green building rating systems for new

construction and major renovations?:

Yes or No




LEED or another 4-tier rating system used by an

Established Green Building Council (GBC)No

The DGNB system, Green Star, or another 3-tier GBC

rating systemNo

BREEAM, CASBEE, or another 5-tier GBC rating

systemNo

The Living Building Challenge No

Other non-GBC rating systems (e.g. BOMA BESt, Green

Globes)No

A brief description of the green building rating system(s) used and/or a list of certified buildings and ratings:

---

Total floor area of eligible building space (design and construction):

28,500 Square Feet

Floor area of building space that is certified at each level under a 4-tier rating system for new construction and major

renovations used by an Established Green Building Council::


Minimum Level (e.g. LEED Certified) 0 Square Feet

3rd Highest Level (e.g. LEED Silver) 0 Square Feet

2nd Highest Level (e.g. LEED Gold) 0 Square Feet

Highest Achievable Level (e.g. LEED Platinum) 0 Square Feet




Minimum Level ---




Mid-Level ---





Minimum Level ---

4th Highest Level ---

Mid-Level ---

2nd Highest Level ---


Floor area of building space certified Living under the Living Building Challenge:

---

Floor area of building space that is certified at any level under other green building rating systems for new

construction and major renovations:

---

Floor area of building space that was designed and constructed in accordance with green building policies or

guidelines but NOT certified:

28,500 Square Feet

A copy of the guidelines or policies :

kwddeeringbooklet.pdf

The date the guidelines or policies were adopted:

Aug. 21, 2008

A brief description of the green building guidelines or policies and/or a list or sample of buildings covered:

The college works with architects and energy systems advisers who are familiar with LEEDs and other buildings rating systems and they

design to those standards even though we choose not to seek a rating preferring instead to put the money we would spend on getting a

rating into the building construction itself. We have two excellent examples on our campus of highly energy efficient buildings. The



http://stars.aashe.org/media/secure/477/6/475/2712/kwddeeringbooklet.pdf


Kathryn W. Davis Student Residences completed in September 2008 use the latest energy efficient design concepts throughout including

in-floor radiant heating on the first floor, triple pane windows, 12 inch thick insulated walls and composting toilets on the second and

third floors and they are heated by a central wood pellet boiler that also provides domestic hot water. The booklet describing those

buildings is in the URL below. The new Deering Common Campus Center was a renovation of an old ocean front cottage that previously

had no heating system. Both the new student housing and Deering Center are heating by a central wood pellet boiler which also provides

domestic hot water. Deering Center has features such as low-flow plumbing fixtures and waterless urinals.

A brief description of how the institution ensures compliance with green building design and construction guidelines

and policies:

Our policies for green buildings are reflected in the document describing the green attributes of the Kathryn W. Davis Student Residence

Village and the new Deering Common Campus Center (a renovated ocean front summer home). We do not have a policy document

signed by the College's president or Board of Trustees, but the standards described in the document will guide all future construction. The

two buildings referenced were constructed/renovated in 2008. Building design and construction is done using an integrated design team

approach bringing together the architect, construction companies and energy efficiency experts around the same table at the same time to

ensure that projects come together in the most efficient and effective way possible.

We have a Campus Planning and Building Committee that oversees all construction on campus. This committee includes people with

building and architecture as well as energy efficiency backgrounds. Several interested students serve on the committee at any one time.

The committee ensures that new construction and renovation of older buildings is done to the highest energy efficiency level possible,

using local materials when available, and that re-purposing materials from demolition is done when practical. They are the 'institutional

memory' for energy efficient construction. The committee also keeps detailed notes of all of their meetings on these subjects which are

shared weekly with the college community at the All College Meeting.

The website URL where information about the institution’s certified buildings and/or green building design and

construction guidelines or policies is available:

http://www.coa.edu/Assets/homepage/AboutCOA/kwddeeringbooklet.pdf





Indoor Air Quality

Responsible Party

Craig Ten Broeck



Criteria

Institution has an indoor air quality (IAQ) management program that includes regular auditing or monitoring, a mechanism for occupants

to register complaints, and action plans to implement any corrective measures required in response to audits, monitoring or complaints.

Policies and plans adopted by entities of which the institution is part (e.g. government or university system) may count for this credit as

long as the policies apply to and are followed by the institution.





Dining Services

This subcategory seeks to recognize institutions that are supporting a sustainable food system. Modern industrial food production often

has deleterious environmental and social impacts. Pesticides and fertilizers used in agriculture can contaminate ground and surface water

and soil, which can in turn have potentially dangerous impacts on wildlife and human health. The production of animal-derived foods

often subjects animals to inhumane treatment and animal products have a higher per-calorie environmental intensity than plant-based

foods. Additionally, farm workers are often directly exposed to dangerous pesticides, subjected to harsh working conditions, and paid

substandard wages. Furthermore, food is often transported long distance to institutions, producing greenhouse gas emissions and other

pollution, as well as undermining the resiliency of local communities.

Institutions can use their purchasing power to require transparency from their distributors and find out where the food comes from, how it

was produced, and how far it traveled. Institutions can use their food purchases to support their local economies; encourage safe,

environmentally-friendly and humane farming methods; and help eliminate unsafe working conditions and alleviate poverty for farmers.

These actions help reduce environmental impacts, preserve regional farmland, improve local food security, and support fair and resilient

food systems.

Please note that while dining services can also play an important role in conserving energy and water, reducing waste, and purchasing

environmentally preferable materials other than food, STARS measures these impacts across the institution instead of by department;

therefore, the benefits of these actions are captured in the Energy, Water, Waste, and Purchasing subcategories, respectively.

Credit

Food and Beverage Purchasing

Low Impact Dining




Food and Beverage Purchasing

Responsible Party


Dean of Admission

Office of Admission

Criteria

Part 1

Institution’s dining services purchase food and beverages that meet at least one of the following criteria:

• Local and community-based

And/or

• Third party verified to be ecologically sound, fair and/or humane

Food and beverage purchases that meet both criteria listed above (e.g. local community-based products that are Certified Organic) should

not be double-counted.

Local community- based products:

• Are sourced from local community-based producers (directly or through distributors)

• Contain raw ingredients (excluding water) that are third party verified and/or locally harvested and produced (e.g. bread made with

Organic flour or local honey) and

• Exclude products from Concentrated Animal Feeding Operations (CAFOs), products that have minimal nutritional value (e.g. soda,

chewing gum, candies made predominantly from sweeteners), and products from producers that have been convicted of one or more

labor law violations within the previous three years

Products that are not local and community-based must be third party verified to count. Recognized third party standards and certifications

for food and beverages are outlined in the STARS Technical Manual. Institutions located outside the U.S. and Canada may use additional

third party certifications to identify ecologically sound, fair and humane products, provided the certifications are reported in “Notes about

this submission”.

Part 1 of this credit includes food and beverage purchases for on-campus dining operations and catering services operated by the

institution or the institution’s primary dining services contractor (e.g. Aramark, Bon Appétit Management Company, Chartwells,

Sodexo). On-site franchises, convenience stores, vending services, and concessions are excluded from Part 1.

Part 2

Institution’s on-site franchises, convenience stores, vending services, and/or concessions purchase food and beverages that are third party

verified and/or locally sourced (i.e. meet the criteria outlined in Part 1).





Percentage of dining services food and beverage expenditures that are local and community-based and/or third party

verified:

30

A copy of an inventory, list or sample of sustainable food and beverage purchases:

---

An inventory, list or sample of sustainable food and beverage purchases:

This is a small sampling of COA's sustainable food and beverage purchasing for our dining hall:

Pork: Milkhouse Farm, South China, ME -

http://www.mainemilkhouse.com/

Heiwa Tofu: Belfast, ME -

https://sites.google.com/site/heiwatofu/

Beef: Pineland Farm, New Gloucester, ME -

http://www.pinelandnaturalmeats.com/

Turkey: The Turkey Farm, New Sharon, ME -

http://theturkeyfarm.com/

Produce: Beech Hill Farm (part of COA) -

https://www.coa.edu/beech-hill-farm-microsite.htm

Eggs: Peggy Rockefeller Farm (part of COA) -


Apple Cider: various Maine orchards

Does the institution wish to pursue Part 2 of this credit (food and beverage expenditures for on-site franchises,

convenience stores, vending services, or concessions)?:

No




























Percentage of on-site franchise, convenience store, vending services, and concessions food and beverage purchases

that are local and community-based and/or third party verified:

---

A copy of an inventory, list or sample of on-site franchise, convenience store, vending machine, and/or concessions

food and beverage purchases that are sustainably produced:

---

An inventory, list or sample of on-site franchise, convenience store, vending machine, and/or concessions food and

beverage purchases that are sustainably produced:

---

A brief description of the sustainable food and beverage purchasing program:

Mission and Vision:

COA Dining Services is committed to providing high quality, healthy, delicious and predominately hand■prepared meals incorporating

the use of local and organic food products whenever possible. We offer affordable meals at Blair Dining Hall and Sea Urchin Café during

the week and provide catering for college events, meetings, and celebrations. Dining Services are a vital part of the COA community and

we want to promote healthy selections to support a healthy lifestyle. By considering the environmental, social, economic and political

impacts of food, we are able to prepare meals that promote the values of the college while remaining committed to providing excellent

and responsive service. We strive to be a center for food education and experiential learning for the COA community and beyond.

COA is among the inaugural signers of the Real Food Campus Commitment, though COA has exceeded the 20% level of organic, fair

trade, and local food that other colleges are pledging to attain by 2020. Currently, 30%of COA food is “real” according to the standards of

the commitment.

A brief description of the methodology used to track/inventory sustainable food and beverage purchases:

Work study students track all receipts that are food purchases, and enter each product into a spreadsheet. This spreadsheet denotes which

products are local, organic, fair trade, and humane ("real" as determined by the real food challenge, nationally) foods. The COA

Foodprint class also participates in auditing our institutional food purchasing and analyzing this data.

Total annual food and beverage expenditures:

280,000 US/Canadian $

Which of the following food service providers are present on campus and included in the total food and beverage

expenditure figures?:

Present? Included?




Dining operations and catering

services operated by the institutionYes Yes

Dining operations and catering

services operated by a contractorNo ---

Franchises No ---

Convenience stores No ---

Vending services No ---

Concessions No ---

Has the institution achieved the following?:

Yes or No

Fair Trade Campus, College or University status No

Certification under the Green Seal Standard for

Restaurants and Food Services (GS-46)No

Marine Stewardship Council (MSC) certification No

Signatory of the Real Food Campus Commitment (U.S.) Yes

A brief description of other sustainable restaurant and food service standards that the institution’s dining services

operations are certified under:

---

The website URL where information about the institution's sustainable food and beverage purchasing efforts is

available:






Low Impact Dining

Responsible Party


Dean of Admission

Office of Admission

Criteria

Part 1

Conventionally produced animal products comprise less than 30 percent of the institution’s total dining services food purchases.

Conventionally produced animal products include all food products that contain animal derived (i.e. meat, fish, egg, dairy) ingredients

that have not been verified to be sustainably produced. Sustainably produced animal products have been either:

• Third party verified to be ecologically sound and/or humane (see OP 6: Food and Beverage Purchasing)

Or

• Verified by the institution to be both ecologically sound and humane (e.g. “Pasture Raised”, “Grass Fed” or “Humanely Raised”)

through a relationship with a local producer

Part 2

Institution:

• Offers diverse, complete-protein vegan options at all meals in at least one dining facility on campus

And

• Provides labels and/or signage that distinguishes between vegan, vegetarian (not vegan), and other items

This credit includes on-campus dining operations and catering services operated by the institution or the institution’s primary dining

services contractor. On-site franchises, convenience stores, vending machines, and concessions should be excluded to the extent feasible.


Percentage of total dining services food purchases comprised of conventionally produced animal products:

18

A brief description of the methodology used to track/inventory expenditures on animal products:

Work study students track all receipts that are food purchases, and enter each product into a spreadsheet. This spreadsheet denotes which

products are local, organic, fair trade, and humane ("real" as determined by the Real Food Challenge) foods.




Does the institution offer diverse, complete-protein vegan dining options at all meals in at least one dining facility on

campus?:

Yes

Does the institution provides labels and/or signage that distinguishes between vegan, vegetarian (not vegan), and

other items?:

Yes

Are the vegan options accessible to all members of the campus community?:

Yes

A brief description of the vegan dining program, including availability, sample menus, signage and any promotional

activities (e.g. “Meatless Mondays”):

The college offers breakfast, lunch, and dinner five days each week. There are both vegetarian and vegan options (including main

courses, sides, and desserts) at every meal in both our dining hall and our cafe. All vegan and vegetarian options are clearly marked as

such on the menu boards in the dining hall.

Some recent vegan menu items include:

Burritos, sweet potato, kale, rice, beans, zucchini & summer squash

Tempeh, Israeli couscous, green beans

Thai lemongrass veggie stew, rice

Stuffed portabella, red quinoa, broccoli rabe

Ethiopian white bean peanut stew, cauliflower

Shawama: Chickpea (in a pita), dolmas (grape leaves)

A brief description of other efforts the institution has made to reduce the impact of its animal-derived food purchases:

In 1998 COA passed a policy that the college should only purchase humane, locally-raised meats produced in free-range animal facilities

that refrain from the use of hormones, antibiotics, and animal protein feed. Due to limitations in availability, we still purchase more

conventional animal products than fully local/sustainable, but each year as availability increases we are purchasing more local and

sustainable animal products.

The website URL where information about where information about the vegan dining program is available:


Annual dining services expenditures on food:


Annual dining services expenditures on conventionally produced animal products:






Annual dining services expenditures on sustainably produced animal products:





Energy

This subcategory seeks to recognize institutions that are reducing their energy consumption through conservation and efficiency, and

switching to cleaner and renewable sources of energy such as solar, wind, geothermal, and low-impact hydropower. For most institutions,

energy consumption is the largest source of greenhouse gas emissions, which cause global climate change. Global climate change is

having myriad negative impacts throughout the world, including increased frequency and potency of extreme weather events, sea level

rise, species extinction, water shortages, declining agricultural production, ocean acidification, and spread of diseases. The impacts are

particularly pronounced for vulnerable and poor communities and countries. In addition to causing global climate change, energy

generation from fossil fuels, especially coal, produces air pollutants such as sulfur dioxide, nitrogen oxides, mercury, dioxins, arsenic,

cadmium and lead. These pollutants contribute to acid rain as well as health problems such as heart and respiratory diseases and cancer.

Coal mining and oil and gas drilling can also damage environmentally and/or culturally significant ecosystems. Nuclear power creates

highly toxic and long-lasting radioactive waste. Large-scale hydropower projects flood habitats and disrupt fish migration and can involve

the relocation of entire communities.

Implementing conservation measures and switching to renewable sources of energy can help institutions save money and protect them

from utility rate volatility. Renewable energy may be generated locally and allow campuses to support local economic development.

Furthermore, institutions can help shape markets by creating demand for cleaner, renewable sources of energy.


Much of the COA campus incorporates summer "cottages" built on the coast of Maine in the late 1800s. We work to retain their historic

presence and attain our desire for sustainability. It is a balancing act.

Recently, we designed and built state of the art student residences with wood pellet heating and compostable toilets. Since then, we've

concentrated on raising the efficiency of existing buildings.

It's interesting to note that in the 1970s COA had one of the first sustainable design programs in the nation, with sustainable buildings

designed and built by students over the course of several years.

Credit

Building Energy Consumption

Clean and Renewable Energy




Building Energy Consumption

Responsible Party

Craig Ten Broeck



Criteria

Part 1

Institution has reduced its total building energy consumption per gross square foot/metre of floor area compared to a baseline.

Part 2

Institution’s annual building energy consumption is less than the minimum performance threshold of 28 Btu per gross square foot (2.6

Btu per gross square metre) of floor area per degree day.

Performance for Part 2 of this credit is assessed using EUI-adjusted floor area, a figure that accounts for significant differences in energy

use intensity (EUI) between types of building space.

Submission Note:

For the question above about Grid Purchased Electricity Source-to-Site ratio we used

http://www.nrel.gov/docs/fy07osti/38617.pdf

Source Energy and Emission

Factors for Energy Use in Buildings M. Deru and P. Torcellini


Building energy consumption::


Total building energy consumption,

all sources11,695 MMBtu 11,479 MMBtu

- Grid-purchased electricity for

buildings3,213 MMBtu 3,177 MMBtu

- District steam/hot water for

buildings0 MMBtu 0 MMBtu






Gross floor area of building space::


Gross floor area 141,547 Gross Square Feet 112,237 Gross Square Feet

Floor area of energy intensive space, performance year::

Floor Area

Laboratory space 0 Square Feet

Healthcare space 0 Square Feet

Other energy intensive space

Degree days, performance year::

Degree Days

Heating degree days 7,367

Cooling degree days 264

Source-site ratios::

Source-Site Ratio

Grid-purchased electricity 3.44

District steam/hot water 1.20

Start and end dates of the performance year and baseline year (or 3-year periods)::

Start Date End Date






A brief description of when and why the building energy consumption baseline was adopted:

The college's sustainability director began work in September 2005 and began using the Clean Air--Cool Planet Carbon Calculator in

2006. 2005 seemed like a reasonable base year to choose because of the availability of data.

A brief description of any building temperature standards employed by the institution:

In general, thermostats are set by our Buildings and Grounds staff. Where feasible thermostats are turned down to approximately 62

degrees at night and raised to 68 degrees during the day.

A brief description of any light emitting diode (LED) lighting employed by the institution:

LED lighting is used in the Kathryn W. Davis Student Residences (opened in Sept. 2008). These residences house 51 students. See:


Page 7.

In Take-A-Break (TAB), our cafeteria, approximately 20 LED bulb lights of five different types were installed adjacent to booths that are

used at night for studying and a survey was done to assess community preferences for five different types of LEDs. The ambient light

type was preferred. In the kitchen of TAB, because of manager and staff dislike for the overhead fluorescent tube lighting, we replaced all

of the outdated fluorescent tube lighting with new modular LED lights. The Campus Committee for Sustainability, a student-lead group,

wanted to spread more LED bulbs around campus, so the Director of Sustainability purchased 8 dozen LED 60 watt equivalent bulbs,

which were installed in various buildings around campus including the main administrative building known as Turrets.

A brief description of any occupancy and/or vacancy sensors employed by the institution:

Motion sensors are used to control lights in hallways of the Kathryn W. Davis Student Residences (19,800 square feet), which were first

occupied in Sept. 2008. In an energy audit by Johnson Controls Inc. in 2008 they found that members of the College of the Atlantic

community were diligent about turning off lights when leaving rooms and that motion sensors would not pay for themselves in a

reasonable payback period. So, we did not install motion sensors anywhere else.

A brief description of any passive solar heating employed by the institution:

The Kathryn W. Davis Student Residences were sited to take advantage of natural sunlight and views of the Atlantic Ocean. From the

booklet about them: "All six new student residences have ocean views and are oriented for optimum solar harvesting." See:


Page 4.

A brief description of any ground-source heat pumps employed by the institution:












None.

A brief description of any cogeneration technologies employed by the institution:

None.

A brief description of any building recommissioning or retrofit program employed by the institution:

Built in 1895, the granite stone, 13,000 square foot 'cottage' known as the Turrets was renovated in 2013 by replacing 99 old, leaky single

pane windows with new thermopane (double glazed) windows. Air sealing dramatically tightened the building. Before and after

renovation blower door tests found a 49% reduction in air infiltration. This improvement saved 1400 gallons of heating oil during the

2013-2014 winter. Another old ocean front cottage known as Sea Urchins was also renovated in 2008 and hooked into the central wood

pellet boiler system that provides both heat and hot water to the Kathryn W. Davis Student Residences.

A brief description of any energy metering and management systems employed by the institution:

Energy monitoring equipment was installed in the Arts and Sciences building as part of the Practicum in Energy class. Students used the

data to evaluate energy use in the building and research ways to reduce overall energy use.

The Kathryn W. Davis Student Residences have Btu meters to monitor energy use and water meters to monitor water use. The Johnson

Controls Inc. energy audit in 2008 considered installing a central energy monitoring system for the college but the payback period was

too long at that time.

A brief description of the institution's program to replace energy-consuming appliances, equipment and systems with

high efficiency alternatives:

The college has a policy that all new appliances will be Energy Star Rated.

A brief description of any energy-efficient landscape design initiatives employed by the institution:

The College of the Atlantic campus has extensive lawn and tree cover and there is no 'heat island' effect. We do not have paved areas in

the interior of campus around our buildings.

A brief description of any vending machine sensors, lightless machines, or LED-lit machines employed by the

institution:

We do not have vending machines on campus.

A brief description of other energy conservation and efficiency initiatives employed by the institution:

We continue to conduct energy audits as a part of an energy class usually taught during the spring term. Sometimes we use a professional

energy auditor who works with students to teach them about audits while actually conducting one. Recently, audits have been done for

the main administrative building (Turrets), a small house at Beech Hill Farm, and an on-campus student residence known as Peach

House.




The website URL where information about the institution’s energy conservation and efficiency initiatives is available:

http://www.coa.edu/sustainablecampus.htm





Clean and Renewable Energy

Responsible Party

Craig Ten Broeck



Criteria

Institution supports the development and use of clean and renewable energy sources, using any one or combination of the following

options.

Option 1:

Generating electricity from clean and renewable energy sources on

campus and retaining or retiring the rights to the environmental

attributes of such electricity. (In other words, if the institution has

sold Renewable Energy Credits for the clean and renewable energy

it generated, it may not claim such energy here.) The on-site

renewable energy generating devices may be owned and/or

maintained by another party as long as the institution has contractual

rights to the associated environmental attributes.

Option 2:Using renewable sources for non-electric, on-site energy generation,

such as biomass for heating.

Option 3:

Catalyzing the development of off-site clean and renewable energy

sources (e.g. an off-campus wind farm that was designed and built

to supply electricity to the institution) and retaining the

environmental attributes of that energy.

Option 4:

Purchasing the environmental attributes of electricity in the form

of Renewable Energy Certificates (RECs) or other similar renewable

energy products that are either Green-e Energy certified or meet

Green-e Energy’s technical requirements and are verified as such by

a third party, or purchasing renewable electricity through the

institution’s electric utility through a certified green power

purchasing option.

Since this credit is intended to recognize institutions that are actively supporting the development and use of clean and renewable energy,

neither the electric grid mix for the region in which the institution is located nor the grid mix reported by the electric utility that serves the

institution count for this credit.

The following renewable systems are eligible for this credit:

• Concentrated solar thermal

• Geothermal systems that generate electricity

• Low-impact hydroelectric power

• Solar photovoltaic

• Wave and tidal power




• Wind

Biofuels from the following sources are eligible:

• Agricultural crops

• Agricultural waste

• Animal waste

• Landfill gas

• Untreated wood waste

• Other organic waste

Technologies that reduce the amount of energy used but do not generate renewable energy do not count for this credit. For example,

daylighting, passive solar design, and ground-source heat pumps are not counted in this credit. The benefits of such strategies, as well as

improved efficiencies achieved through using cogeneration technologies, are captured by OP 1: Greenhouse Gas Emissions and OP 8:

Building Energy Consumption.

Transportation fuels, which are covered by OP 1: Greenhouse Gas Emissions and OP 18: Campus Fleet, are not included in this credit.

Submission Note:

Go to the website URL is

http://www.coa.edu/index.htm

then click on Environmental Commitment and the thumbnail -- Powered By Boundless Idealism and then click on another thumbnail --

Renewable Energy. The college also received a $200,000 for renewable energy research to make Peggy Rockefeller Farms fossil fuel

free and therefore more sustainable, see

http://news.coa.edu/2014/04/04/coa-receives-donation-from-arthur-vining-davis-foundations/


Clean and renewable energy from the following sources::

Performance Year

Option 1: Clean and renewable electricity generated

on-site during the performance year and for which the

institution retains or has retired the associated

environmental attributes

39 MMBtu

Option 2: Non-electric renewable energy generated

on-site1,033 MMBtu

Option 3: Clean and renewable electricity generated by

off-site projects that the institution catalyzed and for

which the institution retains or has retired the associated

environmental attributes

0 MMBtu








Option 4: Purchased third-party certified RECs and

similar renewable energy products (including renewable

electricity purchased through a certified green power

purchasing option)

3,213 MMBtu

Total energy consumption, performance year:

11,695 MMBtu

A brief description of on-site renewable electricity generating devices :

Currently, COA has a small wind turbine and five solar arrays owned by the college. The turbine was not counted for renewable on-site

electricity because its contribution is minute. The college also has a Power Purchase Agreement with ReVision Energy of Liberty, Maine

to purchase approximately 60,000 kWh of electricity a year from 50 kW of solar panels installed on the college's Kathryn W. Davis

Student Housing and at the College's nearby Peggy Rockefeller Farms. After seven years the college will purchase and own these solar

PV arrays at a 65% discount over the original purchase price.

A brief description of on-site renewable non-electric energy devices:

In 2008, the college installed a 535,000 Btu central wood pellet boiler that provides heat and domestic hot water to 28,500 square feet of

new building space-student residences and a 8,900 square foot campus center. The wood pellets are manufactured in Maine. The system

consumes about 60 tons of wood pellets annually.

A brief description of off-site, institution-catalyzed, renewable electricity generating devices:

None.

A brief description of the RECs and/or similar renewable energy products:

All of the college's off campus generated electricity (93%) is covered by RECs purchased as the electricity is used in real time. The RECs

are provided by Constellation New Energy and are called New Wind RECs generated by wind farms in the Midwest. They are Green-E

certified. The amount of electricity provided by wind power and covered by RECs for FY13 was 941,612 kWh.

The website URL where information about the institution's renewable energy sources is available:






Grounds

This subcategory seeks to recognize institutions that plan and maintain their grounds with sustainability in mind. Beautiful and

welcoming campus grounds can be planned, planted, and maintained in any region while minimizing the use of toxic chemicals,

protecting wildlife habitat, and conserving water and resources.


In keeping with COA's culture of sustainability, COA's oceanfront campus has always been maintained organically. Recently,

landscaping has focused on easier organic maintenance, and there has been a move toward focusing on native species, and plantings to

increase pollinators.

In addition, COA has historic gardens that students, staff, and faculty continue to restore.

Credit

Landscape Management

Biodiversity




Landscape Management

Responsible Party


Dean of Admission

Office of Admission

Criteria

Institution’s grounds include areas that are managed at one or more of the following levels:

1) Managed in accordance with an Integrated Pest Management (IPM) Plan

2) Managed in accordance with a sustainable landscape management program

And/or

3) Organic, certified and/or protected

The level at which an area of grounds is managed may be determined as outlined in the table below:

Management Level Standards and/or Certifications Required

1) IPM Plan

IPM plan calls for:

• Using least-toxic chemical pesticides,

• Minimum use of chemicals, and

• Use of chemicals only in targeted locations and only for

targeted species




2) Sustainable Landscape Management Program

The program includes formally adopted guidelines, policies

and/or practices that cover all of the following:

• Integrated pest management (see above)

• Plant stewardship - protecting and using existing vegetation

(e.g. through the use of a tree care plan), using native and

ecologically appropriate plants, and controlling and managing

invasive species

• Soil stewardship - organic soils management practices that

restore and/or maintain a natural nutrient cycle and limit the

use of inorganic fertilizers and chemicals

• Use of environmentally preferable materials - utilizing reused,

recycled and local and sustainably produced landscape

materials

• Hydrology and water use - restoring and/or maintaining the

integrity of the natural hydrology by promoting water

infiltration, minimizing or eliminating the use of potable

water for irrigation, and protecting/restoring riparian, wetland,

and shoreline habitats and lost streams

• Materials management and waste minimization - composting

and/or mulching waste from groundskeeping, including grass

trimmings

• Snow and ice management (if applicable) - implementing

technologies or strategies to reduce the environmental impacts

of snow and ice removal

3) Organic, Certified and/or Protected

Protected areas and land that is:

• Maintained in accordance with an organic land care standard

or sustainable landscape management program that has

eliminated the use of inorganic fertilizers and chemical

pesticides, fungicides and herbicides in favor of ecologically

preferable materials

• Certified Organic

• Certified under the Forest Stewardship Council (FSC) Forest

Management standard

• Certified under the Sustainable Sites Initiative™ (SITES™)

and/or

• Managed specifically for carbon sequestration (as documented

in policies, land management plans or the equivalent)

Land that meets multiple criteria should not be double-counted. An area of grounds that does not meet the standards specified for a

particular management level should be reported at the next appropriate level for which it does meet the standards. For example, a

landscape management program that includes an IPM plan and meets some, but not all, of the other standards listed for a sustainable

landscape management plan should be reported at level 1 (IPM Plan).

Submission Note:




Here is how we arrived at the total campus area of 349 acres: the college's Peggy Rockefeller Farms is 125 acres (75 acres is woodland

under a very restrictive conservation easement that does not allow any tree cutting); the college's Beech Hill Farm is 72 acres (of which 5

acres is in vegetable crops and 2 acres is in old orchard with the balance of 65 acres in woodland); there are two research stations owned

by the college on nearby islands in the Atlantic Ocean totaling about 15 acres; and the main campus in Bar Harbor is 37 acres. We have

included in the total campus area the 100 acres of woodland we own about 5 mile from the main campus known as the Cox Protectorate;

we currently do not manage it. It is used for nature study and passive outdoor recreation. So, 125 + 72 + 15 + 37 + 100 = 349 acres.


Figures required to calculate the total area of managed grounds::

Area

Total campus area 349 Acres

Footprint of the institution's buildings 3 Acres

Area of undeveloped land, excluding any protected areas 0 Acres

Area of managed grounds that is::

Area

Managed in accordance with an Integrated Pest

Management (IPM) Plan0 Acres

Managed in accordance with a sustainable landscape

management program that includes an IPM plan and

otherwise meets the criteria outlined

0 Acres

Managed organically, third party certified and/or

protected346 Acres

A copy of the IPM plan:

---

The IPM plan :

---

A brief summary of the institution’s approach to sustainable landscape management:




College of the Atlantic's landscape management approach is based on the overarching campus goals of promoting sustainability,

biodiversity, and educational opportunity. COA does not use any inorganic fertilizers or chemical pesticides, herbicides, or fungicides on

our campus or on any of our properties. Ecological parameters in our landscape plan include: reducing use of fossil fuels; maintaining a

vegetative buffer along the shore and waterways; promoting a diverse campus landscape with both maintained cultural and

self-maintained “wild” landscapes; recognizing habitat values of the campus; and more. This approach translates into specific practices

such as: composting leaves and food waste on site to use as fertilizer in garden beds; chipping small branches on site to use as mulch;

allowing larger woody material to decompose on site; using bioswales to allow infiltration of storm water runoff; reusing landscaping

material and sourcing material as locally as possible when repurposed materials are not available; using gravel for parking and walkways

instead of pavement to reduce runoff and increase infiltration. All campus landscaping is maintained using organic methods. In addition,

our farm properties are certified organic by the Maine Organic Farmers and Gardeners Association in accordance with USDA's national

organic standards.

A brief description of how the institution protects and uses existing vegetation, uses native and ecologically

appropriate plants, and controls and manages invasive species:

The south end of campus has mature woods, characterized by native evergreen species, which provides wildlife habitat and a sense of

wilderness on campus. Succession, invasive species, and existing wetlands are managed to preserve the integrity of this area. The

campus’ shoreline and roadside are characterized by a diversity of species (native as well as invasive), and these areas are managed to

foster the growth of native species. Appropriate non-native introductions may be used in certain parts of the campus in conjunction with

campus improvements—provided they meet hardiness and compatibility requirements. In selection of plants for permanent gardens and

plantings, native species or species that are low maintenance, disease and deer resistant, and non-invasive are used. Systematic manual

removal of invasive species is ongoing throughout campus, in accordance with the campus landscape plan.

A brief description of the institution’s landscape materials management and waste minimization policies and

practices:

All landscape debris including grass and leaves is composted on the campus in designated piles. Only very difficult to compost materials,

such as large stumps, are burned on campus to eliminate trucking off. Landscape material is produced and reused on site as much as

possible (for instance, wood chips from branches, and reusing gravel and stones). When plants are thinned or divided, they are donated to

faculty, staff, and students for their home gardens.

A brief description of the institution’s organic soils management practices:

The college produces its own compost on site to help maintain soil fertility in our gardens. Grass clippings are left on the lawns to help

build soil fertility. Other native materials (such as pine needles, wood chips, leaves) are used for mulch as appropriate.

A brief description of the institution’s use of environmentally preferable materials in landscaping and grounds

management:

Landscaping materials are sourced as locally as possible, with a strong preference for using or reusing materials that are already

on-campus (wood chips, pine needles, gravel, compost, stones).

A brief description of how the institution restores and/or maintains the integrity of the natural hydrology of the

campus:




The ocean frontage of the main campus is protected under the State of Maine/Town of Bar Harbor municipal shoreland zoning ordinance.

All vegetation 75 feet back from the normal high water mark along the shore frontage is managed according to a point system, which is

designed to keep natural vegetation to hold the soil from eroding and to maintain the aesthetic character of the shoreland zone. We also

maintain a buffer along both sides of the one small stream that flows across the property. We maintain small bioswale areas to absorb

runoff. Our parking areas and campus paths are made of sand and gravel to allow natural infiltration of water. We have a wetland of about

1/4 acre in size that is left in a natural state to allow for water infiltration and habitat protection.

A brief description of how the institution reduces the environmental impacts of snow and ice removal (if applicable):

Many of the pathways and areas around buildings are shoveled by hand. Driveways are plowed, and we use a snowblower for some of the

larger pedestrian paths. We do not dump snow into the ocean or the small stream crossing our campus and we do not have a 'snow dump';

rather snow is piled or pushed off the drives and allowed to melt close to where it fell. In extremely icy conditions we use the most

environmentally friendly salt mixture that we know of, Dynamelt.

A brief description of any certified and/or protected areas:

Certified organic areas include five acres at Beech Hill Farm and 50 acres at Peggy Rockefeller Farms. At Peggy Rockefeller Farms the

75 acres of forest land is under a very restrictive conservation easement held by the National Park Service, which does not allow timber

management or even tree cutting. The 100-acre Cox Protectorate woodland is not managed, only used for nature study and passive

recreation; however, 15 acres of the 100 acres is available for development should the college want to construct facilities there, so that

leaves 85 acres as being under protection. Adding the above figures: 55 acres certified organic and 160 acres under restrictive easement =

215 acres certified or protected.

Is the institution recognized by the Arbor Day Foundation's Tree Campus USA program (if applicable)?:

No

The website URL where information about the institution’s sustainable landscape management programs and

practices is available:






Biodiversity

Criteria

The institution conducts one or both of the following:

• An assessment to identify endangered and vulnerable species (including migratory species) with habitats on institution-owned or

-managed land

And/or

• An assessment to identify environmentally sensitive areas on institution-owned or -managed land

The institution has plans or programs in place to protect or positively affect the species, habitats and/or environmentally sensitive areas

identified.

Assessments conducted and programs adopted by other entities (e.g. government, university system, NGO) may count for this credit as

long as the assessments and programs apply to and are followed by the institution.





Purchasing

This subcategory seeks to recognize institutions that are using their purchasing power to help build a sustainable economy. Collectively,

colleges and universities spend many billions of dollars on goods and services annually. Each purchasing decision represents an

opportunity for institutions to choose environmentally and socially preferable products and services and support companies with strong

commitments to sustainability.


Again, COA's core culture of sustainability, combined with a necessary and understood frugality, means that the college has been focused

on purchasing sustainable, local, recycled goods whenever possible for about as long as we've been buying things.

Much of this is not on our website because it was decided before the web.

Our staff member in charge of purchasing is constantly on the look for sustainable services to assist her purchases, and will also

frequently look to local stores for necessary supplies that go beyond office supplies. Sharing and exchanges are common. If community

member - whether staff, faculty or student - is getting rid of a file cabinet or table, the item will be noted on campus email - and taken by

another office.

Credit

Electronics Purchasing

Cleaning Products Purchasing

Office Paper Purchasing

Inclusive and Local Purchasing

Life Cycle Cost Analysis

Guidelines for Business Partners




Electronics Purchasing

Responsible Party


Dean of Admission

Office of Admission

Criteria

Part 1

Institution has an institution-wide stated preference to purchase computers and/or other electronic products that are EPEAT registered or

meet similar multi-criteria sustainability standards for electronic products. This can take the form of purchasing policies, guidelines, or

directives.

Policies and directives adopted by entities of which the institution is part (e.g. government or university system) may count for this credit

as long as the policies apply to and are followed by the institution.

Part 2

Institution purchases EPEAT registered products for desktop and notebook/laptop computers, displays, thin clients, televisions and

imaging equipment.

This credit does not include servers, mobile devices such as tablets and smartphones, or specialized equipment for which no EPEAT

certified products are available.

Submission Note:

The numbers above are for COA's current inventory (as of spring 2014) of laptop and desktop computers.


Does the institution have an institution-wide stated preference to purchase computers and/or other electronic

products that are EPEAT registered or meet similar multi-criteria sustainability standards for electronic products?:

Yes

A copy of the electronics purchasing policy, directive, or guidelines:

---

The electronics purchasing policy, directive, or guidelines :

We purchase EPEAT desktop and laptop computers whenever possible and practical. Our purchasing guidelines stem from the college's

campus environmental initiative, which was passed in 1996 and affirms COA's commitment to environmentally and socially responsible

purchasing across all areas of the college.




A brief description of steps the institution has taken to ensure that the purchasing policy, directives, or guidelines are

followed:

The Director of IT is responsible for all computer purchases for the college, and she prioritizes EPEAT registered electronics. At this

time, only our Apple computers are not EPEAT registered.

Does the institution wish to pursue to pursue Part 2 of this credit (expenditures on EPEAT registered electronics)?:

Yes

Expenditures on EPEAT registered desktop and laptop computers, displays, thin clients, televisions, and imaging

equipment::

Expenditure Per Level

EPEAT Bronze 0 US/Canadian $

EPEAT Silver 19,000 US/Canadian $

EPEAT Gold 215,500 US/Canadian $

Total expenditures on desktop and laptop computers, displays, thin clients, televisions, and imaging equipment:


The website URL where information about the institution's electronics purchasing policy, directive, or guidelines is

available:






Cleaning Products Purchasing

Responsible Party


Dean of Admission

Office of Admission

Criteria

Part 1

Institution has an institution-wide stated preference to purchase cleaning and janitorial products that are Green Seal™ or UL Environment

(EcoLogo)™ certified and/or meet similar multi-criteria sustainability standards for cleaning and janitorial products. This can take the

form of purchasing policies, guidelines, or directives.

Policies and directives adopted by entities of which the institution is part (e.g. government or the university system) may count for this

credit as long as the policies apply to and are followed by the institution.

Part 2

Institution’s main cleaning or housekeeping department(s) and/or contractor(s) purchase Green Seal or UL Environment (EcoLogo)

certified cleaning and janitorial products.

Cleaning and janitorial products include, at minimum:

• Cleaning/degreasing agents

• General-purpose, bathroom, glass, and carpet cleaners

• Biologically-active cleaning products (enzymatic and microbial products)

• Floor-care products, e.g. floor finish and floor finish strippers

• Hand cleaners

• Sanitary paper products, e.g. toilet tissue, facial tissue, paper towels, napkins, and placemats

• Plastic film products (e.g. garbage bags/liners)

• Laundry care products including powder, liquid or pre-measured dosage laundry detergents, stain removers and dryer sheets

• Specialty surface cleaning products and odor removers, including but not limited to: boat cleaning products; deck and outdoor

furniture cleaning products; graffiti removers; metal cleaning products; motor vehicle (automotive/tire/wheel) cleaning products;

motor vehicle windshield washing fluid; optical lens cleaning products; oven cleaning products; upholstery cleaning products; and

other cleaning products sold for specific specialty uses


Does the institution have an institution-wide stated preference to purchase third party certified cleaning and

janitorial products?:

Yes




A copy of the green cleaning product purchasing policy, directive, or guidelines:

---

The green cleaning product purchasing policy, directive, or guidelines:

The college purchases only Green Seal cleaning products. In 1996 COA passed the Campus Environmental Initiative, which affirmed the

institutional commitment to environmentally and socially responsible purchasing across all aspects of the college.


followed:

Our director of buildings and grounds and our head custodian adamantly affirm that they will only purchase and use Green Seal products.

Does the institution wish to pursue Part 2 of this credit (expenditures on cleaning and janitorial products)?:

Yes

Expenditures on Green Seal and/or UL Environment (EcoLogo) certified cleaning and janitorial products:


Total expenditures on cleaning and janitorial products:


Has the institution's main cleaning or housekeeping department(s) and/or contractor(s) adopted a Green Seal or ISSA

certified low-impact, ecological (“green”) cleaning program?:

No

A brief description of the institution’s low-impact, ecological cleaning program:

College of the Atlantic uses only Green Seal cleaning products, and follows the policies outlined in our Campus Environmental Initiative,

passed in 1996, which prioritize environmental responsibility in all of the college's policies, programs, and practices. COA's janitorial

staff are all employed by the college (not outside contractors), and are fully versed in the college's policies around green and ecological

cleaning.

A copy of the sections of the cleaning contract(s) that reference certified green products:

---

The sections of the cleaning contract(s) that reference certified green products:

COA's buildings are cleaned exclusively by college buildings and grounds staff throughout the year, except for one week between the

school year and the summer season when we contract with an outside cleaning crew to prepare two of our residences for summer use.

Section 12 of this contract states: "[the contractor] will use its line of Green Cleaning Chemicals certified by Green Seal, when cleaning

the area to be serviced. If [the contractor] feels that a non-green cleaning product is needed to solve a cleaning problem, they will contact




the CLIENT’s designee (Director of Summer Programs or her designee) to see if a product that the CLIENT has found effective could be

used before going to an uncertified product. Use of any uncertified product will be pre-approved by the CLIENT’s designee."

The website URL where information about the institution’s green cleaning initiatives is available:

---




Office Paper Purchasing

Responsible Party


Dean of Admission

Office of Admission

Criteria

Part 1

Institution has an institution-wide stated preference to purchase office paper that has recycled content, is certified by the Forest

Stewardship Council (FSC), and/or is certified to meet similar multi-criteria sustainability standards for paper. This can take the form of

purchasing policies, guidelines, or directives.

Policies and directives adopted by entities of which the institution is part (e.g. government or the university system) may count for this

credit as long as the policies apply to and are followed by the institution.

Part 2

Institution purchases office paper with post-consumer recycled, agricultural residue, and/or FSC certified content.

Submission Note:

A small quantity of paper purchased by the college is not 100% post-consumer, as detailed in the numbers above. These are specialty

papers used by our graphic designers when they are unable to find post-consumer paper that meets their project specifications.


Does the institution have an institution-wide stated preference to purchase office paper that has recycled content

and/or is certified to meet multi-criteria sustainability standards for paper?:

Yes

A copy of the paper purchasing policy, directive or guidelines:

COA wood and paper procurement policy 2001.pdf

The paper purchasing policy, directive or guidelines:

---


followed :



http://stars.aashe.org/media/secure/477/6/508/3793/COA%20wood%20and%20paper%20procurement%20policy%202001.pdf


All printer and photocopier paper is purchased by our purchasing manager, who ensures compliance with our post-consumer policy. All

stationery is purchased by our Director of Creative Services and is 100% post-consumer, FSC certified. The Director of Creative Services

also ensures that all publications printed by the college (brochures, mailings, etc.) meet our standards for post-consumer content.

Does the institution wish to pursue Part 2 of this credit (expenditures on office paper)?:

Yes

Expenditures on office paper with the following levels of post-consumer recycled, agricultural residue, and/or FSC

certified content::

Expenditure Per Level

10-29 percent 90 US/Canadian $



70-89 percent (or FSC Mix label) 0 US/Canadian $

90-100 percent (or FSC Recycled label) 9,357 US/Canadian $

Total expenditures on office paper :


The website URL where information about the paper purchasing policy, directive, or guidelines is available:






Inclusive and Local Purchasing

Criteria

Part 1

Institution has an institution-wide stated intent to support disadvantaged businesses, social enterprises, and/or local community-based

businesses.

Support could take the form of giving preference during RFP processes, conducting targeted outreach to these businesses about

opportunities to work with the institution, and/or other efforts to increase purchases made from such businesses.

Part 2

Institution makes purchases from companies that include disadvantaged businesses, social enterprises and/or local community-based

businesses.

Purchases that meet multiple criteria listed above should not be double counted. Food and beverage purchases, which are covered by OP

6: Food and Beverage Purchasing and OP 7: Low Impact Dining, are not included in this credit.





Life Cycle Cost Analysis

Criteria

Institution employs Life Cycle Cost Analysis (LCCA) as a matter of policy and practice when evaluating energy- and water-using

products and systems. Practices may include structuring RFPs so that vendors compete on the basis of lowest total cost of ownership

(TCO) in addition to (or instead of) purchase price.





Guidelines for Business Partners

Responsible Party

Craig Ten Broeck



Criteria

Institution has and acts on policies, guidelines and/or agreements that set expectations about the social and environmental responsibility

of its business partners. The policies, guidelines and/or agreements require new and/or existing vendors and contractors and/or

franchisees to adhere to:

1) Minimum environmental standards and practices defined by the institution, for example as outlined by the institution’s

sustainability policies

And/or

2) Minimum standards and practices governing employee wages, benefits, working conditions and rights that are consistent with

fundamental International Labor Organization (ILO) conventions.

All enterprises with employees on-site as part of regular campus operations (e.g. contractors and franchisees) and other standing and/or

formal business relationships (e.g. regular vendors and contracted services) are included.

Businesses that produce and/or sell licensed articles bearing the institution’s trademarked logo (“licensees”) are not included. They are

covered in EN 15: Trademark Licensing.

The credit acknowledges institutional engagement in selecting its business partners and guiding them toward sustainability. Policies,

guidelines or practices of the businesses themselves do not count for this credit in the absence of institutional selection criteria and/or

guidance. Requiring compliance with existing legislation does not count on its own, but may be included as part of broader requirements

that meet the criteria outlined above.

Policies adopted by entities of which the institution is part (e.g. government or university system) may count for this credit as long as the

policies apply to and are followed by the institution.

Submission Note:

We have a specific policy about Fair Trade Coffee, as follows:

Fair Trade Coffee Policy: In March 2001, following the tenets established in the Campus Environmental Initiative, the All-College

Meeting ratified the following policy regarding the purchase of Fair Trade Coffee: College of the Atlantic will restrict the purchasing of

coffee by Take A Break (our dining services) and all other offices to brands that are organic and Fair Trade Certified by TransFair USA,

its successor organization or another independently monitored labeling Non Governmental Organization.

As part of this policy, the All-College Meeting also approved the following

resolution: TAB (our main cafeteria) shall strive to purchase fair trade certified products whenever possible given budgetary restraints.




This includes rice and most fruits and vegetables of non-US origin. No new policy will be necessary to implement such changes unless

the additional cost of purchasing such products is substantial.

We do not have formalized policies or guidelines covering business partners as we are a small college and work on a more personal basis

with businesses from which we buy products.


How many of the institution’s business partners are covered by policies, guidelines and/or agreements that require

adherence to minimum environmental standards?:

None

How many of the institution’s business partners are covered by policies, guidelines and/or agreements that require

adherence to minimum standards governing employee wages, benefits, working conditions and rights?:

Some

A copy of the policies, guidelines, and/or agreements with the institution's business partners (or a representative

sample):

College of the Atlantic Community Policies.pdf

The policies, guidelines, and/or agreements with the institution's business partners (or a representative sample):

https://www.coa.edu/assets/governance/communitypolicies.pdf

See pages 9 and 10 regarding Fair Trade Coffee policy and the extension of that to rice, fruits and vegetables.

A brief description of programs and strategies institution has implemented to ensure that the guidelines are followed,

including a brief description of instances when the guidelines have changed purchasing behavior, if applicable:

---

The website URL where information about the institution’s guidelines for its business partners is available:

---



http://stars.aashe.org/media/secure/477/6/509/2901/College%20of%20the%20Atlantic%20Community%20Policies.pdf






Transportation

This subcategory seeks to recognize institutions that are moving toward sustainable transportation systems. Transportation is a major

source of greenhouse gas emissions and other pollutants that contribute to health problems such as heart and respiratory diseases and

cancer. Due to disproportionate exposure, these health impacts are frequently more pronounced in low-income communities next to

major transportation corridors. In addition, the extraction, production, and global distribution of fuels for transportation can damage

environmentally and/or culturally significant ecosystems and may financially benefit hostile and/or oppressive governments.

At the same time, campuses can reap benefits from modeling sustainable transportation systems. Bicycling and walking provide human

health benefits and mitigate the need for large areas of paved surface, which can help campuses to better manage storm water.

Institutions may realize cost savings and help support local economies by reducing their dependency on petroleum-based fuels for

transportation.


COA is located on an island in a rural area with a vibrant tourist season. Rents are high, real estate is high, and public transportation is not

available except during the summer and early fall.

That said, many COA students rent in town and bike or walk to school. When students do drive, they frequently load up their car -

whether they're driving home on vacations, or to school from a distant location.

To reduce our carbon output and to ensure safety, COA also has a night bus, and when appropriate a day bus to take students around on

snowy days or late nights.

We've also just purchased a solar charged all-electric van for travel to our farms. We're very excited about E-Van!

Credit

Campus Fleet

Student Commute Modal Split

Employee Commute Modal Split

Support for Sustainable Transportation




Campus Fleet

Responsible Party

Craig Ten Broeck



Criteria

Institution supports alternative fuel and power technology by including in its motorized vehicle fleet vehicles that are:

A. Gasoline-electric hybrid

B. Diesel-electric hybrid

C. Plug-in hybrid

D. 100 percent electric

E. Fueled with Compressed Natural Gas (CNG)

F. Hydrogen fueled

G. Fueled with B20 or higher biofuel for more than 4 months of the year

And/or

H. Fueled with locally produced, low-level (e.g. B5) biofuel for more than 4 months of the year (e.g. fuel contains cooking oil

recovered and recycled on campus or in the local community)

For this credit, the institution’s motorized fleet includes all cars, carts, trucks, tractors, buses and similar vehicles used for transporting

people and/or goods, including both leased vehicles and vehicles that are institution-owned and operated. Heavy construction equipment

(e.g. excavators and pavers), maintenance equipment (e.g. lawn-mowers and leaf blowers), and demonstration/test vehicles used for

educational purposes are not included in this credit.

Vehicles that meet multiple criteria (e.g. hybrid vehicles fueled with biofuel) should not be double-counted.

Submission Note:

We also have a small all-electric kit car that students assembled as a part of an energy class that is used mainly for educational purposes,

but could be used to haul supplies and equipment on campus grounds.


Total number of vehicles in the institution’s fleet :

9




Number of vehicles in the institution's fleet that are::

Number of Vehicles

Gasoline-electric, non-plug-in hybrid 0

Diesel-electric, non-plug-in hybrid 0

Plug-in hybrid 0

100 percent electric 2

Fueled with compressed natural gas (CNG) 0

Hydrogen fueled 0

Fueled with B20 or higher biofuel for more than 4 months

of the year1

Fueled with locally produced, low-level (e.g. B5) biofuel

for more than 4 months of the year0

A brief description of the institution’s efforts to support alternative fuel and power technology in its motorized fleet:

The college purchased a 1992 all-electric passenger van that is used to transport students to and from the colleges' two working farms

where the students work as volunteers or through work study. It was purchased under a grant for Beech Hill Farm and is therefore

dedicated for farm transportation. It is also used to haul produce to the campus from Beech Hill Farm. The van is maintained by work

study students. The college in April 2014 received on loan an all-electric Ford Focus sedan as a result of our close working relationship

with Darling's Ford of Bangor, Maine. This arrangement was through the work of fourth year student Alex Pine. It is specifically

dedicated for use by students for work related to their academic programs (see link to news article below). The is vehicle is recharged at

the college's on-campus Level 2 charging station, which is directly attached to a solar PV system as well as the grid. Peggy Rockefeller

Farms has a 1996 Ford F250 super cab 4X4 diesel pickup truck that is run on a mixture of diesel and biodiesel fuel. Thee is an electric car

charger at each of the college's two farms and on campus. All three are tied to a solar pv array.

The website URL where information about the institution's support for alternative fuel and power technology is

available:

http://news.coa.edu/2014/04/11/students-get-new-wheels/





Student Commute Modal Split

Responsible Party

Craig Ten Broeck



Criteria

Institution's students commute to and from campus using more sustainable commuting options such as walking, bicycling, vanpooling or

carpooling, taking public transportation, riding motorcycles or scooters, riding a campus shuttle, or a combination of these options.

Students who live on campus should be included in the calculation based on how they get to and from their classes.

Submission Note:

There is no public transportation in Bar Harbor during most of the school year. (Acadia National Park's Island Explorer begins after

graduation, and extends into some of the fall term.) The college runs a night bus from the campus to downtown Bar Harbor during the

academic sessions.


Total percentage of students that use more sustainable commuting options:

80

The percentage of students that use each of the following modes as their primary means of transportation to get to

and from campus::

Percentage (0-100)

Commute with only the driver in the vehicle (excluding

motorcycles and scooters)20

Walk, bicycle, or use other non-motorized means 80

Vanpool or carpool 5

Take a campus shuttle or public transportation 0

Use a motorcycle, scooter or moped 0




A brief description of the method(s) used to gather data about student commuting:

We undertook two surveys of commuting of COA community members: one in 2006 and another in 2011. The estimates above regarding

commuting are based on both surveys and are a good representation of modes of commuting. The surveys were done to provide

information on student, staff and faculty member commuting for the Clean Air--Cool Planet carbon calculator. A little less that half of our

360 students live on campus (about 150), so they primarily walk, although some have cars. The other half live mostly within walking

distance of the campus, since Bar Harbor has a small business district with apartments students rent. We have a night bus to shuttle

students to and from downtown Bar Harbor, although we don't have ridership information it is very well used.

The website URL where information about sustainable transportation for students is available:

http://www.coa.edu/gisexplorernightbus.htm



http://www.coa.edu/gisexplorernightbus.htm


Employee Commute Modal Split

Responsible Party

Craig Ten Broeck



Criteria

Institution's employees (faculty, staff, and administrators) get to and from campus using more sustainable commuting options such as

walking, bicycling, vanpooling or carpooling, taking public transportation, riding motorcycles or scooters, riding a campus shuttle,

telecommuting, or a combination of these options.

Employees who live on campus should be included in the calculation based on how they get to and from their workplace.


Total percentage of the institution’s employees that use more sustainable commuting options:

5

The percentage of the institution's employees that use each of the following modes as their primary means of

transportation to and from campus::

Percentage (0-100)

Commute with only the driver in the vehicle (excluding

motorcycles and scooters)97

Walk, bicycle, or use other non-motorized means 2

Vanpool or carpool 1

Take a campus shuttle or public transportation 0

Use a motorcycle, scooter or moped 0

Telecommute for 50 percent or more of their regular

work hours2




A brief description of the method(s) used to gather data about employee commuting:

We undertook two surveys of commuting of COA community members: one in 2006 and another in 2011. The estimates above regarding

commuting are based on both surveys and are a good representation of modes of commuting. The surveys were done to provide

information on student, staff and faculty member commuting for the Clean Air--Cool Planet carbon calculator. Because housing is

expensive in Bar Harbor and on Mount Desert Island, many college employees find it an economic necessity to live off the Island or too

far from the campus to walk or ride a bike to the college.

The website URL where information about sustainable transportation for employees is available:

---




Support for Sustainable Transportation

Responsible Party

Craig Ten Broeck



Criteria

Part 1

The institution demonstrates its support for active (i.e. non-motorized) transportation on campus in one or more of the following ways:

Option A: Institution:

• Provides secure bicycle storage (not including office space), shower facilities, and lockers for bicycle commuters. The storage,

shower facilities and lockers are co-located in at least one building/location that is accessible to all commuters.

• Provides short-term bicycle parking (e.g. racks) within 50 ft (15 m) of all occupied, non-residential buildings and makes long-term

bicycle storage available within 330 ft (100 m) of all residence halls (if applicable).

• Has a “complete streets” or bicycle accommodation policy (or adheres to a local community policy) and/or has a continuous network

of dedicated bicycle and pedestrian paths and lanes that connects all occupied buildings and at least one inter-modal transportation

node (i.e. transit stop or station)

And/or

• Has a bicycle-sharing program or participates in a local bicycle-sharing program

Option B: Institution is certified as a Bicycle Friendly University (at any level) by the League of American Bicyclists (U.S.) or under a

similar third party certification for non-motorized transportation.

Part 2

Institution has implemented one or more of the following strategies to encourage more sustainable modes of transportation and reduce the

impact of student and employee commuting. The institution:

• Offers free or reduced price transit passes and/or operates a free campus shuttle for commuters. The transit passes may be offered by

the institution itself, through the larger university system of which the institution is a part, or through a regional program provided by

a government agency.

• Offers a guaranteed return trip (GRT) program to regular users of alternative modes of transportation

• Participates in a car/vanpool or ride sharing program and/or offers reduced parking fees or preferential parking for car/vanpoolers

• Participates in a car sharing program, such as a commercial car-sharing program, one administered by the institution, or one

administered by a regional organization

• Has one or more Level 2 or Level 3 electric vehicle recharging stations that are accessible to student and employee commuters

• Offers a telecommuting program for employees, either as a matter of policy or as standard practice

• Offers a condensed work week option for employees, either as a matter of policy or as standard practice

• Has incentives or programs to encourage employees to live close to campus




• Other strategies


Does the institution provide secure bicycle storage (not including office space), shower facilities, and lockers for

bicycle commuters?:

Yes

A brief description of the facilities for bicycle commuters:

We have two covered bike storage buildings nearby student residences and bike racks around campus. We also have a bike repair shed

where students salvage parts from bikes to create loaner bikes for anyone on campus who wants one. They also do repairs for students

personal bikes. Students who commute from off campus usually only have a ride of 2 miles or less from in-town apartments, so the need

for a shower after commuting to campus is not that important. On campus there is a good network of blacktop roads and sand and gravel

paths that are suitable and safe for bicycle use.

Does the institution provide short-term bicycle parking (e.g. racks) within 50 ft (15 m) of all occupied, non-residential

buildings and make long-term bicycle storage available within 330 ft (100 m) of all residence halls (if applicable)?:

No

A brief description of the bicycle parking and storage facilities:

Not every non-residential building has a bike rack within 50 feet, but long term storage is available at two covered storage facilities,

which are within 330 feet of all residence halls. Because our campus is so small, students typically bike to campus and then leave their

bicycles at a central location while they walk from building to building.

Does the institution have a “complete streets” or bicycle accommodation policy (or adhere to a local community

policy) and/or have a continuous network of dedicated bicycle and pedestrian paths and lanes?:

Yes

A brief description of the bicycle/pedestrian policy and/or network:

Since the college first opened in 1969 bikes have been a prominent part of the COA campus. Every student either has a bike or can have

access to a community bike to use. We purposely have kept vehicle parking close to Route 3, at the edge of our campus, to keep cars on

the campus periphery, to make it a pedestrian and bike-friendly campus. Bikes are everywhere on the COA campus and part of the

college culture.

Does the institution have a bicycle-sharing program or participate in a local bicycle-sharing program?:

Yes

A brief description of the bicycle sharing program:




COA's bike program provides a bike for any faculty, staff or student at no cost. Bikes can be borrowed from the community bike repair

shed. Currently, all of COA's bikes are restored and repaired older bicycles. The bikes are maintained by a team of COA students working

with the Student Life Outdoor Program. All COA community members have access to the bike shed where they can get tools or help with

repairs. The Student Life Outdoor Program also offers bike maintenance workshops for community members. 15 bikes are available for

loan at any one time. Any student who wants a bike can assemble one themselves from older bikes or getting help doing so from the

volunteer bike program students.

Is the institution certified as a Bicycle Friendly University by the League of American Bicyclists (U.S.) or under a

similar third party certification covering non-motorized transportation?:

No

A brief description of the certification, including date certified and level:

---

Does the institution offer free or reduced price transit passes and/or operate a free campus shuttle for commuters?:

Yes

A brief description of the mass transit program(s), (s), including availability, participation levels, and specifics about

discounts or subsidies offered (including pre-tax options):

COA students, in collaboration with the campus' buildings and grounds office, operates a public transportation option, known as the

"night bus." COA's night bus runs from 7:30 PM to 11:30 PM, stopping at campus every half hour, and circulating through various

planned locations in Bar Harbor. The bus cuts down on individual car traffic and provides an alternate to walking and riding bikes at

night.

Does the institution offer a guaranteed return trip (GRT) program to regular users of alternative modes of

transportation?:

No

A brief description of the GRT program:

---

Does the institution participate in a car/vanpool or ride sharing program and/or offer reduced parking fees or

preferential parking for car/vanpoolers?:

No

A brief description of the carpool/vanpool program:

Very little carpooling occurs among COA staff, faculty or students. There are some staff who live off the island that would like to van

pool, but they would have to make those arrangements among themselves.




Does the institution participate in a car sharing program, such as a commercial car-sharing program, one

administered by the institution, or one administered by a regional organization?:

No

A brief description of the car sharing program:

People on campus get in touch with each other in person or by email to share vehicles or get a ride. Again, we are a small college

community that can operate face-to-face for most things we want to do. A program like ZipCar or HourCar would likely not have enough

customers to be financially feasible at such a small school with only 450 people. The idea of a ZipCar program was considered and

thought not to be financially feasible given the relatively low projected user rate.

Does the institution have one or more Level 2 or Level 3 electric vehicle recharging stations that are accessible to

student and employee commuters?:

Yes

A brief description of the electric vehicle recharging stations:

The college has installed 3 Level 2 electric vehicle charging stations, one on campus, one at Peggy Rockefeller Farms and one at Beech

Hill Farm. The one on campus is available for public use as well as used to charge the college's two all-electric vehicles. That facility is

powered by overhead grid-tied solar panels. See:

http://news.coa.edu/2013/01/30/fuel-up-for-free/

for complete description of the charging station program.

Does the institution offer a telecommuting program for employees as a matter of policy or as standard practice?:

Yes

A brief description of the telecommuting program:

The option for telecommuting is at the discretion of an employee's supervisor and is currently being used by some employees who work

from home for some or much of their workweek.

Does the institution offer a condensed work week option for employees as a matter of policy or as standard practice?:

Yes

A brief description of the condensed work week program:

The option for a condensed work week is at the discretion of an employee's supervisor and is currently being used by some employees.

Employees have worked 4 ten-hour days instead of 5 8-hour days.

Does the institution have incentives or programs to encourage employees to live close to campus?:








No

A brief description of the incentives or programs to encourage employees to live close to campus:

Due to the high price of housing in Bar Harbor and generally on Mount Desert Island many employees find it unaffordable to live on the

Island and therefore choose housing options off-Island. The college is aware of the housing situation and continues to consider ways to

develop affordable employee housing on land it owns on the Island to enable employees to afford housing closer to the campus.

Does the institution have other incentives or programs to encourage more sustainable modes of transportation and

reduce the impact of student and employee commuting?:

Yes

A brief description of other sustainable transportation initiatives and programs:

As mentioned under OP-18, the college has two all-electric vehicles dedicated to student use: one for transportation to and from the

college's two working farms and one for students conducting work related to their academic program.

The website URL where information about the institution’s sustainable transportation program(s) is available:






Waste

This subcategory seeks to recognize institutions that are moving toward zero waste by reducing, reusing, recycling, and composting.

These actions mitigate the need to extract virgin materials, such as trees and metals. It generally takes less energy and water to make a

product with recycled material than with virgin resources. Reducing waste generation also reduces the flow of waste to incinerators and

landfills which produce greenhouse gas emissions, can contaminate air and groundwater supplies, and tend to have disproportionate

negative impacts on low-income communities. Waste reduction and diversion also save institutions costly landfill and hauling service

fees. In addition, waste reduction campaigns can engage the entire campus community in contributing to a tangible sustainability goal.

Credit

Waste Minimization

Waste Diversion

Construction and Demolition Waste Diversion

Hazardous Waste Management




Waste Minimization

Responsible Party

Craig Ten Broeck



Criteria

Part 1

Institution has implemented source reduction strategies to reduce the total amount of waste generated (materials diverted + materials

disposed) per weighted campus user compared to a baseline.

Part 2

Institution’s total annual waste generation (materials diverted and disposed) is less than the minimum performance threshold of 0.45 tons

(0.41 tonnes) per weighted campus user.

This credit includes on-campus dining services operated by the institution or the institution’s primary on-site contractor.

Total waste generation includes all materials that the institution discards, intends to discard or is required to discard (e.g. materials

recycled, composted, donated, re-sold and disposed of as trash) except construction, demolition, electronic, hazardous, special (e.g. coal

ash), universal and non-regulated chemical waste, which are covered in OP 24: Construction and Demolition Waste Diversion and OP

25: Hazardous Waste Management.

Submission Note:

Regarding the question above: Materials disposed in a solid waste landfill or incinerator we put zero for both Performance Year and Base

Year because while we send 50 tons of solid waste a year to Orrington, Maine it goes into a trash-to-energy plant not an incinerator or a

landfill. So the trash is used to generate electricity offsetting the use of petroleum fuels to generate electricity elsewhere.


Waste generated::


Materials recycled 50 Tons 50 Tons

Materials composted 41 Tons 10 Tons




Materials reused, donated or

re-sold0.25 Tons 0.25 Tons

Materials disposed in a solid waste

landfill or incinerator0 Tons 0 Tons

Figures needed to determine "Weighted Campus Users”::


Number of residential students 143 104

Number of residential employees 0 0

Number of in-patient hospital beds 0 0

Full-time equivalent enrollment 329 276

Full-time equivalent of employees 105 98

Full-time equivalent of distance

education students0 0

Start and end dates of the performance year and baseline year (or three-year periods):

Start Date End Date



A brief description of when and why the waste generation baseline was adopted:

2005 is the first year that Craig TenBroeck served as the Sustainability Director and it is a year we use as a base year to track greenhouse

gas reductions.

A brief description of any (non-food) waste audits employed by the institution:

---




A brief description of any institutional procurement policies designed to prevent waste:

Because we recycle all paper, paperboard, glass, plastic, returnable cans/bottles, and metal and compost all food waste, the college

generates a very small amount of waste for a community of 450 people. We estimate that only 50 tons of trash each year go to the 'waste

to energy' plant in Orrington, Maine.

A brief description of any surplus department or formal office supplies exchange program that facilitates reuse of

materials:

Office furniture and supplies, when not in a certain office, are advertised via campus-wide email to faculty and staff. The majority of

office furniture and supplies are exchanged in this manner, though students, staff, and faculty also use the "Bar Harbor Barter and Swap"

Facebook group to exchange and reuse furniture and other items. We also have a recycling program for our ink toner cartridges. The

office supply company that we purchase from also helps us to find "scratch and dent" items when they are available to purchase.

A brief description of the institution's efforts to make materials available online by default rather than printing them:

We have limited the kinds of printing we do and the numbers we print. We only print a limited number of course catalogs, for in-house

use, as the course descriptions and schedules are listed primarily online. Newsletters and other publications are disseminated

electronically, and the college's primary newspaper is entirely online. Faculty and staff directories are updated online each term.

A brief description of any limits on paper and ink consumption employed by the institution:

Students are charged for use of the color printer and large print jobs. All community members are charged for photocopies, but

photocopiers are equipped to scan items to email for free. Faculty and staff are provided with very limited budgets for paper, ink, and

copying, and as a result most materials are distributed electronically. Each course also has an online portal, where faculty and students

share materials electronically.

A brief description of any programs employed by the institution to reduce residence hall move-in/move-out waste:

We provide additional recycling and composting containers near student residences in the last week of the school year, and do extra

pick-ups, in order to manage the increase in volume. The college also has a "free box" where students can donate (and find) unwanted

items. At the end of the school year the free box contents are donated to local thrift shops. We also have a crew of students that goes

through the dorms in advance of the cleaning crews to collect reusable items for their own use or for donation.

A brief description of any other (non-food) waste minimization strategies employed by the institution:

Manufactures of newer white goods and laboratory equipment have take-back programs for our equipment.

A brief description of any food waste audits employed by the institution:

Food "waste" at COA is a valuable resource which is turned into compost and occasionally used for animal feed. Every week, compost

work study students pick up approximately 800 pounds of food waste from the campus dining hall, student residences, and from




community members who live off-campus. This food waste includes both pre-and post-consumer waste such as non-edible fruit/vegetable

peels and leftovers. For her senior capstone project, Lisa Bjerke '13, examined the compost program at COA, gathering historical

information and documenting current compost and landscape management practices. She created a manual to document her research (for

the community and for compost work study students) and included suggestions for improvement.

A brief description of any programs and/or practices to track and reduce pre-consumer food waste in the form of

kitchen food waste, prep waste and spoilage:

Meals are thoughtfully planned-out to make best use of ingredients on hand and to synchronize current and future preparation needs.

Everything is labeled and dated. Any prepared items, such as chopped veggies, that are not used in their intended meal are incorporated

into the salad/sandwich bar or another food item. Any non-edible waste like stems and ends are either composted on campus or given

away as animal feed. Many vegetable scraps get made into soup stock. Any food that does go bad gets composted. Excess food is often

preserved for future use (for example the Korean marinade). Leftovers are always served at the next meal.

A brief description of programs and/or practices to track and reduce post-consumer food waste:

Several years ago we removed all trays from the dining hall, which has helped to discourage diners from taking excess food. After eating,

diners take their dishes to a window where food and napkins are emptied into compost bins before dishes are passed into the kitchen to be

washed.

A brief description of the institution's provision of reusable and/or third party certified compostable to-go containers

for to-go food and beverage items (in conjunction with a composting program):

Compostable to-go containers are used at the college cafe, though reusables are also available for those dining in at the cafe. Our

compostable containers include utensils, corn starch cups, paper straws, and paperboard soup containers. We have found that some

piecess of the compostable service ware are difficult to compost in our on-site compost piles, so we have arranged for these to be

transported to a Maine DEP-licensed composting facility.

A brief description of the institution's provision of reusable service ware for “dine in” meals and reusable and/or

third party certified compostable service ware for to-go meals (in conjunction with a composting program):

Nearly all meals at COA are "dine in." In our dining hall we use only reusable service ware, and this is also the primary service-ware used

in our cafe. Students are allowed to take the ceramic dishes, bowls, and mugs, and metal silverware from the cafeteria to eat outside. This

program eliminates the need for non re-useable service ware in the dining hall. Compostable service ware is used for occasional outdoor

events and special receptions. Items that do not compost easily on-site are transported to a licensed composting facility.

A brief description of any discounts offered to customers who use reusable containers (e.g. mugs) instead of

disposable or compostable containers in to-go food service operations:

If you bring your own coffee mug, the cost of coffee is half price.

A brief description of other dining services waste minimization programs and initiatives:




Several years ago the dining hall eliminated the use of trays, which discourages diners from taking excess food and generating excess

waste.

The website URL where information about the institution’s waste minimization initiatives is available:

http://www.coa.edu/waste-management.htm





Waste Diversion

Responsible Party

Craig Ten Broeck



Criteria

Institution diverts materials from the landfill or incinerator by recycling, composting, reusing, donating, or re-selling.

This credit includes on-campus dining services operated by the institution or the institution’s primary on-site contractor.

This credit does not include construction, demolition, electronic, hazardous, special (e.g. coal ash), universal and non-regulated chemical

waste, which are covered in OP 24: Construction and Demolition Waste Diversion and OP 25: Hazardous Waste Management.


Materials diverted from the solid waste landfill or incinerator:

50 Tons

Materials disposed in a solid waste landfill or incinerator :

50 Tons

A brief description of programs, policies, infrastructure investments, outreach efforts, and/or other factors that

contributed to the diversion rate, including efforts made during the previous three years:

We estimate that we compost about 40 tons of organic wastes a year including leaves and agricultural crop residue. We estimate that

about 10 tons a year of food "wastes" are composted by the college. We do not inventory the amount of materials that are recycled,

reused, donated, sold, or otherwise diverted. We collect all returnable cans and bottles and recycle glass, metal, plastics, cardboard, and

paper. Clothes are collected in a "free box" and donated to a local mission at the end of the school year.

A brief description of any food donation programs employed by the institution:

We donate food to the Bar Harbor Food Pantry and to the Emmanus Center in nearby Ellsworth. We regularly donate food leftovers to

local farmers for animal consumption.

A brief description of any pre-consumer food waste composting program employed by the institution:

During food preparation the kitchen staff collects scraps from the meal prep process.These are placed in bins behind the cafeteria and

picked up by work study students to be taken to the nearby composting bins in the community garden area.




A brief description of any post-consumer food waste composting program employed by the institution:

Post-consumer food "waste" including both food and napkins is scraped from plates and bowls by diners into bins at the dish receiving

area. These bins are collected regularly throughout the day and taken outside to the back of the kitchen area where they are picked up by

work study students and deposited in the compost bins in the community gardens.

Does the institution include the following materials in its waste diversion efforts?:

Yes or No

Paper, plastics, glass, metals, and other recyclable

containersYes

Food donations Yes

Food for animals Yes

Food composting Yes

Cooking oil No

Plant materials composting Yes

Animal bedding composting Yes

Batteries Yes

Light bulbs Yes

Toner/ink-jet cartridges Yes

White goods (i.e. appliances) Yes

Laboratory equipment Yes

Furniture Yes

Residence hall move-in/move-out waste Yes

Scrap metal Yes




Pallets Yes

Motor oil Yes

Tires Yes

Other materials that the institution includes in its waste diversion efforts:

We also compost the paper towels used for hand drying in bathrooms. The composting is done in bin compost systems in the community

gardens. The kitchen managers report that we don't generate waste cooking oil because we don't have a fryolator.




Construction and Demolition Waste Diversion

Responsible Party


Dean of Admission

Office of Admission

Criteria

Institution diverts non-hazardous construction and demolition waste from the landfill and/or incinerator.

Soil and organic debris from excavating or clearing the site do not count for this credit.


Construction and demolition materials recycled, donated, or otherwise recovered:

325 Tons

Construction and demolition materials landfilled or incinerated :

10 Tons

A brief description of programs, policies, infrastructure investments, outreach efforts, and/or other factors that

contributed to the diversion rate for construction and demolition waste:

In November 2013, COA completed a renovation project on The Turrets - one of our main administrative and academic buildings. The

numbers above relate specifically to this project, and details of the diversion efforts include:

-recycled and reused 40,000 lbs. of slate roof shingles.

-reused about half of the 100 windows replaced during the project.

-recycled approximately 700 lbs of copper.

-recycled and stored approximately 100 tons of granite for future use on campus building projects.

-reclaimed and stored 150 yards of 6" minus gravel for future campus landscape projects.




Hazardous Waste Management

Responsible Party

Craig Ten Broeck



Criteria

Part 1

Institution has strategies in place to safely dispose of all hazardous, special (e.g. coal ash), universal, and non-regulated chemical waste

and seeks to minimize the presence of these materials on campus.

Part 2

Institution has a program in place to recycle, reuse, and/or refurbish electronic waste generated by the institution and/or its students.

Institution takes measures to ensure that the electronic waste is recycled responsibly, for example by using a recycler certified under the

e-Stewards and/or R2 standards.


Does the institution have strategies in place to safely dispose of all hazardous, special (e.g. coal ash), universal, and

non-regulated chemical waste and seek to minimize the presence of these materials on campus?:

Yes

A brief description of steps taken to reduce hazardous, special (e.g. coal ash), universal, and non-regulated chemical

waste:

The college collects hazardous waste materials and hires a firm located in Portland Maine--Environmental Projects Inc.--to collect and

properly dispose of these wastes.

A brief description of how the institution safely disposes of hazardous, universal, and non-regulated chemical waste:

Materials for disposal are collected and stored in secured locked locations that meet the requirements of the Maine Department of

Environmental Protection. When a sufficient amount of materials have been collected EPI is contacted for their removal.

A brief description of any significant hazardous material release incidents during the previous three years, including

volume, impact and response/remediation:

None.




A brief description of any inventory system employed by the institution to facilitate the reuse or redistribution of

laboratory chemicals:

Our chemistry professor is in charge of managing chemicals on campus. If someone orders something and does not use all of it, it then

goes to the chemistry lab, where it is inventoried and properly stored. When laboratory chemicals are needed, faculty members check the

inventory prior to ordering.

Does the institution have or participate in a program to responsibly recycle, reuse, and/or refurbish all electronic

waste generated by the institution?:

Yes

Does the institution have or participate in a program to responsibly recycle, reuse, and/or refurbish electronic waste

generated by students?:

Yes

A brief description of the electronic waste recycling program(s):

We collect our electronic waste and take it to Goodwill and they then recycle it.

A brief description of steps taken to ensure that e-waste is recycled responsibly, workers’ basic safety is protected,

and environmental standards are met:

Students can drop off electronic waste at the Computer Services Office and we will recycle it with college e-waste. We collect our

electronic waste and take it to Goodwill and they then recycle it.

The website URL where information about the institution’s hazardous and electronic-waste recycling programs is

available:






Water

This subcategory seeks to recognize institutions that are conserving water, making efforts to protect water quality and treating water as a

resource rather than a waste product. Pumping, delivering, and treating water is a major driver of energy consumption, so institutions can

help reduce energy use and the greenhouse gas emissions associated with energy generation by conserving water. Likewise, conservation,

water recycling and reuse, and effective rainwater management practices are important in maintaining and protecting finite groundwater

supplies. Water conservation and effective rainwater and wastewater management also reduce the need for effluent discharge into local

surface water supplies, which helps improve the health of local water ecosystems.

Credit

Water Use

Rainwater Management

Wastewater Management




Water Use

Responsible Party

Craig Ten Broeck



Criteria

Part 1

Institution has reduced its potable water use per weighted campus user compared to a baseline.

Part 2

Institution has reduced its potable water use per gross square foot/metre of floor area compared to a baseline.

Part 3

Institution has reduced its total water use (potable + non-potable) per acre/hectare of vegetated grounds compared to a baseline.





Rainwater Management

Responsible Party

Craig Ten Broeck



Criteria

Part 1

Institution uses Low Impact Development (LID) practices as a matter of policy or standard practice to reduce rainwater/stormwater runoff

volume and improve outgoing water quality for new construction, major renovation, and other projects that increase paved surface area

on campus or otherwise significantly change the campus grounds.

The policy, plan, and/or strategies cover the entire campus. While the specific strategies or practices adopted may vary depending on

project type and location, this credit is reserved for institutions that mitigate rainwater runoff impacts consistently during new

construction. Implementing a strategy or strategies for only one new development project is not sufficient for Part 1 of this credit.

Part 2

Institution has adopted a rainwater/stormwater management policy, plan, and/or strategies that mitigate the rainwater runoff impacts of

ongoing campus operations and treat rainwater as a resource rather than as a waste product.

The policy, plan, and/or strategies address both the quantity and quality (or contamination level) of rainwater runoff through the use of

green infrastructure. Though specific practices adopted may vary across the campus, the policy, plan, and/or strategies cover the entire

institution. Implementing strategies for only one building or area of campus is not sufficient for Part 2 of this credit.

Policies adopted by entities of which the institution is part (e.g. state government or the university system) may count for both parts of

this credit as long as the policies apply to and are followed by the institution.


Does the institution use Low Impact Development (LID) practices as a matter of policy or standard practice to reduce

rainwater/stormwater runoff volume and improve outgoing water quality for new construction, major renovation,

and other projects?:

Yes

A brief description of the institution’s Low Impact Development (LID) practices:

We avoid paving our parking areas instead preferring to keep them graveled to allow water infiltration. Our driveways are paved to

facilitate snow removal. We concentrate parking on the fringe of the campus along Route 3, rather than throughout the campus and avoid

new parking lot construction. We keep the interior of the campus pedestrian- and bike-friendly. We work with a landscape architect to

design plantings, lawns and walkways to be made of natural materials and avoid impervious surfaces. We have retained a small wetland




area as a storm water runoff holding area. We maintain a wide undisturbed vegetative buffer along our ocean frontage as required by the

State of Maine/Town of Bar Harbor Shoreland Zoning ordinance. This helps filter runoff from nearby lawns. We also maintain natural

undisturbed forested areas on campus for storm water control, wildlife and aesthetic benefits. Over 30 acres of our 37 acre campus is

grass, trees and landscape plantings.

Has the institution adopted a rainwater/stormwater management policy, plan, or strategies that mitigate the

rainwater runoff impacts of ongoing campus operations through the use of green infrastructure? :

Yes

A brief description of the institution’s rainwater/stormwater management policy, plan, and/or strategies for ongoing

campus operations:

As stated previously, we maintain a vegetated buffer, as required by state and municipal law, along our frontage on the Atlantic Ocean.

We also keep a vegetated buffer on both sides of the stream that flows through our campus. Our campus has extensive lawns and

landscape plantings that absorb water runoff. We don't have any storm drains that empty into water bodies.

A brief description of any rainwater harvesting employed by the institution:

We don't harvest rainwater as we have not had a need to. College of the Atlantic is in an area that gets sufficient precipitation distributed

throughout the year.

Rainwater harvested directly and stored/used by the institution, performance year:

---

A brief description of any rainwater filtering systems employed by the institution to treat water prior to release:

We have no specific rainwater detention basins other than one small natural wetland that is maintained for this benefit as well as for

wildlife and aesthetic benefits. We do have some small bioswale areas on campus that also retain runoff water.

A brief description of any living or vegetated roofs on campus:

None.

A brief description of any porous (i.e. permeable) paving employed by the institution:

Instead of porous paving we use sand and gravel for parking areas and walkways and wood chips on some walkways.

A brief description of any downspout disconnection employed by the institution:

None of our building downspouts are connected to the municipal storm water system.




A brief description of any rain gardens on campus:

---

A brief description of any stormwater retention and/or detention ponds employed by the institution:

We have a small, natural wetland at the south end of campus that serves as a water runoff detention area.

A brief description of any bioswales on campus (vegetated, compost or stone):

We maintain a small wetland in the southern part of the campus to absorb runoff. We maintain a vegetative buffer along both sides of the

small stream that splits the campus and wide vegetative buffers along the ocean frontage as required by the State of Maine Shoreland

Zoning Program, which is locally administered by the Town of Bar Harbor.

A brief description of any other rainwater management technologies or strategies employed by the institution:

Our walkways are made of sand and gravel and in some areas covered with wood chips rather than the traditional concrete walkways used

on many campuses.

The website URL where information about the institution’s rainwater management initiatives, plan or policy is

available:

---




Wastewater Management

Criteria

Institution’s wastewater is handled naturally on campus or in the local community. Natural wastewater systems include, but are not

limited to, constructed treatment wetlands and Living Machines. To count, wastewater must be treated to secondary or tertiary standards

prior to release to water bodies.

This credit recognizes natural handling of the water discharged by the institution. On-site recycling/reuse of greywater and/or blackwater

is recognized in OP 26: Water Use.





Planning & Administration

Coordination, Planning & Governance

This subcategory seeks to recognize colleges and universities that are institutionalizing sustainability by dedicating resources to

sustainability coordination, developing plans to move toward sustainability, and engaging students, staff and faculty in governance. Staff

and other resources help an institution organize, implement, and publicize sustainability initiatives. These resources provide the

infrastructure that fosters sustainability within an institution. Sustainability planning affords an institution the opportunity to clarify its

vision of a sustainable future, establish priorities and help guide budgeting and decision making. Strategic planning and internal

stakeholder engagement in governance are important steps in making sustainability a campus priority and may help advocates implement

changes to achieve sustainability goals.

Credit

Sustainability Coordination

Sustainability Planning

Governance




Sustainability Coordination

Responsible Party

Craig Ten Broeck



Criteria

Institution has at least one sustainability committee, office, and/or officer tasked by the administration or board of trustees to advise on

and implement policies and programs related to sustainability on campus. The committee, office, and/or officer focus on sustainability

broadly (i.e. not just one sustainability issue, such as climate change) and cover the entire institution.

An institution that has multiple committees, offices and/or staff with responsibility for subsets of the institution (e.g. schools or

departments) may earn points for this credit if it has a mechanism for broad sustainability coordination for the entire campus (e.g. a

coordinating committee or the equivalent). A committee, office, and/or officer that focuses on just one department or school within the

institution does not count for this credit in the absence of institution-wide coordination.


Does the institution have at least one sustainability committee, office, and/or officer that focuses on sustainability

broadly and covers the entire institution?:

Yes

A brief description of the activities and substantive accomplishments of the committee(s), office(s), and/or officer(s)

during the previous three years:

The Campus Committee for Sustainability (CCS), is a student-chaired committee comprised of students, faculty, and staff, which is

charged with addressing small and medium–scale sustainability initiatives on the College of the Atlantic campus. CCS and the Director of

Sustainability work in tandem on all aspects of sustainability initiatives. Over the past three years they have played a large part in the

discussion of carbon offsets and their role in achieving carbon neutrality as an institution. These discussions led to the decision to move

away from carbon offsets towards a more holistic and encompassing path towards our energy goals, as outlined in the 2013 Energy

Framework which set goals and milestones for making the college fossil fuel-free by 2050. CCS played a key role in the decision of the

college to divest from fossil fuel and fossil fuel related corporations in its investment portfolio. CCS has spearheaded the construction of

new, sustainable infrastructure for the college, including the installation of solar arrays on the Peggy Rockefeller Farm campus and the

Davis Village student housing, LED lighting across a variety of spaces around campus, and the updating of various energy conservation

efforts in buildings including the greenhouses and computer labs. Recent accomplishments also include: tripling the number of

clotheslines on campus; procuring biodiesel for farm tractors, vehicles, and heating; arranging the donation of new electric vehicles to the

college; establishing new solar powered electric vehicle charging stations on campus; developing and implementing campus signage on

energy topics; increasing short-term covered bike storage by 30%; and much more.




Does the institution have at least one sustainability committee?:

Yes

The charter or mission statement of the committee(s) or a brief description of each committee's purview and

activities:

In 2009, the college created a standing committee to ensure a democratic and transparent method of managing social, economic, and

environmental sustainability, and also to highlight the importance that sustainability plays in the community. As the Campus Committee

for Sustainability (CCS) charter reads, the committee’s purpose is to: encourage and maintain a sense of social and environmental

accountability in all aspects of the college’s operation; promote leadership, responsibility, and involvement among COA community

members regarding issues of sustainability; maintain and encourage transparency, oversight, and clarity in regard to college sustainability;

and advise the COA community on the most environmentally and socially responsible courses of action.

Members of each committee, including affiliations and role (e.g. staff, student, or faculty):

While membership varies from term to term, this student-led committee typically has about a dozen student members, two faculty, and

the Director of Sustainability who remains as a permanent member. The committee is a part of the college's governance system.

The website URL where information about the sustainability committee(s) is available:


Does the institution have at least one sustainability office that includes more than 1 full-time equivalent (FTE)

employee?:

Yes

A brief description of each sustainability office:

The sustainability office consists of the Director of Sustainability who reports to the Administrative Dean. The director works closely

with the Administrative Dean, the Director of Buildings and Grounds, and the President of the college.

Full-time equivalent (FTE) of people employed in the sustainability office(s):

1

The website URL where information about the sustainability office(s) is available:

---

Does the institution have at least one sustainability officer?:

Yes

Name and title of each sustainability officer:

Craig Ten Broeck, Director of Sustainability





A brief description of each sustainability officer position:

The Director of Sustainability is responsible for making College of the Atlantic an exemplary model of sustainability for higher education

and surrounding communities. The director develops and maintains a program that reduces the adverse environmental impacts of COA's

operations and practices and seeks to minimize the colleges environmental foot for energy and material use. The position is responsible

for engaging students in ways that further their education about sustainable policies and practices and works with students on practical

and applied projects as a part of their academic program.

The website URL where information about the sustainability officer(s) is available:






Sustainability Planning

Responsible Party


Dean of Admission

Office of Admission

Criteria

Institution has current and formal plans to advance sustainability. The plan(s) cover one or more of the following areas:

• Curriculum

• Research (or other scholarship appropriate for the institution)

• Campus Engagement

• Public Engagement

• Air & Climate

• Buildings

• Dining Services/Food

• Energy

• Grounds

• Purchasing

• Transportation

• Waste

• Water

• Diversity & Affordability

• Health, Wellbeing & Work

• Investment

• Other

The plan(s) may include measurable objectives with corresponding strategies and timeframes to achieve the objectives.

The criteria may be met by any combination of formally adopted plans, for example:

• Strategic plan or equivalent guiding document

• Campus master plan or physical campus plan

• Sustainability plan

• Climate action plan

• Human resources strategic plan

• Diversity plan

For institutions that are a part of a larger system, plans developed at the system level are eligible for this credit.

Submission Note:






Does the institution have current and formal plans to advance sustainability in the following areas? Do the plans

include measurable objectives?:

Current and Formal Plans (Yes or

No)Measurable Objectives (Yes or No)

Curriculum Yes Yes

Research (or other scholarship) Yes No

Campus Engagement --- ---

Public Engagement --- ---

Air and Climate Yes Yes

Buildings Yes Yes

Dining Services/Food Yes Yes

Energy Yes Yes

Grounds Yes Yes

Purchasing --- ---

Transportation Yes Yes

Waste --- ---

Water --- ---

Diversity and Affordability Yes Yes

Health, Wellbeing and Work --- ---






Investment --- ---

Other --- ---

A brief description of the plan(s) to advance sustainability in Curriculum:

The college's 2013 Energy Framework speaks to our current strengths in teaching and learning about the energy aspects of sustainability,

and outlines objectives for continuing to enhance and systematize those offerings over time.

The measurable objectives, strategies and timeframes included in the Curriculum plan(s):

From COA's 2013 Energy Framework:

6. Educate. Each year, between 15 to 20 percent of COA's graduating class will have taken a course in energy and/or participated in a

term-long project in renewable energy or energy efficiency.

(a) Each academic year offer one introductory energy class and one intermediate, project-based energy class. Provide support for and

encourage independent studies, group projects, and senior projects in energy and efficiency.

(b) These educational activities will help the college attain the goals laid out in this document. Classes and student projects will build on

themselves. Data from previous projects will be analyzed, current projects will be implemented, and future projects will be planned.

(c) Opportunities to learn about energy and participate in projects will be made available to students of all genders, nationalities, and

academic interests.

Accountable parties, offices or departments for the Curriculum plan(s):

Director of Energy Operations and Management, Academic Affairs Committee

A brief description of the plan(s) to advance sustainability in Research (or other scholarship):

COA's 2013 Energy Framework states that the college will take advantage of our small size and flexible curriculum to conduct

experiments with different approaches to energy and efficiency in both teaching and research.

The measurable objectives, strategies and timeframes included in the Research plan(s):

---

Accountable parties, offices or departments for the Research plan(s):

Director of Energy Operations and Management, Academic Affairs Committee

A brief description of the plan(s) to advance Campus Engagement around sustainability:

---




The measurable objectives, strategies and timeframes included in the Campus Engagement plan:

---

Accountable parties, offices or departments for the Campus Engagement plan(s):

---

A brief description of the plan(s) to advance Public Engagement around sustainability:

---

The measurable objectives, strategies and timeframes included in the Public Engagement plan(s):

---

Accountable parties, offices or departments for the Public Engagement plan(s):

---

A brief description of the plan(s) to advance sustainability in Air and Climate:

Given that the use of fossil fuels is changing the climate and that the current rate of energy consumption locally and globally is

unsustainable, COA has committed to meeting our energy needs by using local and renewable energy sources. In our 2013 energy

framework we committed to becoming a fossil fuel-free campus by 2050.

The measurable objectives, strategies and timeframes included in the Air and Climate plan(s):


4. Reduce Greenhouse Gas Emissions. By 2020 over 50 percent of COA's energy will be from carbon neutral sources. By 2050, the entire

on-campus operations will be carbon neutral.

Accountable parties, offices or departments for the Air and Climate plan(s):

Director of Energy Operations and Management, Buildings and Grounds Department

A brief description of the plan(s) to advance sustainability in Buildings:

The 2002 Campus Plan and its 2003 update include plans for new sustainable residences on-campus with a 15-year time frame for

implementation. Some of these buildings have since been constructed. We are currently in the first phase of developing a new campus

plan to cover the next 15 years, which will go into effect when the current plan expires.




The measurable objectives, strategies and timeframes included in the Buildings plan(s):

The 2003 update to the campus plan lays out several objectives for new residences, including the following: energy efficiency

considerations; passive solar gains; lighting; water use; heat and heat retention; use of sustainable building materials; etc. One result of

this plan has been the construction of the Kathryn W. Davis Residence Village, and the major renovation of the Deering building; the

details of sustainability elements of this project can be found here:


Accountable parties, offices or departments for the Buildings plan(s):

Buildings and Grounds, Campus Planning and Building Committee

A brief description of the plan(s) to advance sustainability in Dining Services/Food:

In 2012, College of the Atlantic was one of the first colleges to sign on to the Real Food Campus Commitment, in which colleges commit

to purchasing at least 20% organic, local, and fair trade food by 2020. At the time of signing on, COA was the only college that already

exceeded the 20% threshold. As of 2013, 30% of the food purchased by the college is "real" according to the Real Food Challenge.

The measurable objectives, strategies and timeframes included in the Dining Services/Food plan(s):

By signing on to the Real Food Challenge, COA has committed to continue increasing our purchasing of organic, local, and fair trade

foods each year, continuously auditing our purchases and looking for areas where we can increase consumption of "real" food.

Accountable parties, offices or departments for the Dining Services/Food plan(s):

Kitchen Coordinators, COA Foodprint class, Food Group

A brief description of the plan(s) to advance sustainability in Energy:

COA's 2013 Energy Framework outlined a set of benchmarks and strategies for moving us toward becoming a fossil fuel-free campus by

2050. This includes increasing energy efficiency in our buildings, increasing the amount of solar electricity produced on campus,

replacing fossil fuel heating systems, and more.

The measurable objectives, strategies and timeframes included in the Energy plan(s):


1. Reduce Fossil Fuel Use. By 2020, reduce COA's per-student fossil fuel use on campus

by 20 percent. By 2030, reduce by 30 percent.

(a) By 2020 COA vehicle fleet will be fossil-fuel free.

(b) By 2030 the research stations on Great Duck Island and Mount Desert Rock will









be fossil fuel free.

(c) By 2030 Beech Hill and Peggy Rockefeller Farms will be fossil fuel free.

(d) By 2030 all student housing will be fossil fuel free.

(e) By 2040 all other campus buildings will be fossil fuel free.

2. Reduce Total Energy Use. By 2020, through a combination of energy e■fficiency and

reduced consumption, reduce COA's total per-student energy use by 10 percent. By

2030, reduce by 20 percent.

3. Generate Electricity.

(a) By 2020, the college will generate on campus at least 15 percent of all the electricity

by COA.

(b) The college will purchase Renewable Energy Certi cates (RECs) for all electricity

not generated on campus, ensuring that its electricity comes from sources that do

not actively emit carbon dioxide.

(c) By 2015 Beech Hill and Peggy Rockefeller Farms will be net renewably powered.

I.e., the surplus energy generated by solar PV on the farms will be greater than

any energy used from fossil-fuel sources.

Accountable parties, offices or departments for the Energy plan(s):

Director of Energy Operations and Management

A brief description of the plan(s) to advance sustainability in Grounds:

The 2007 COA Landscape Master Plan outlines numerous objectives related to the sustainability of our landscape and grounds.

The measurable objectives, strategies and timeframes included in the Grounds plan(s):

The Landscape Master Plan is expansive in scope, and lays out specific plans for all parts of the campus grounds including, but not

limited to: plantings of native species for shoreline stabilization and to expand the campus arboretum; removing invasive species from

wetlands and other habitats on campus; ecological lawn maintenance plans; converting portions of lawn into native meadow; redesigning

the campus composting facilities; and much more. For more specifics, you may find the plan in its entirety in the publications and policies

section of the environmental commitment section on our website:


.

Accountable parties, offices or departments for the Grounds plan(s):

Buildings and Grounds; Campus Planning and Building Committee

A brief description of the plan(s) to advance sustainability in Purchasing:

---








The measurable objectives, strategies and timeframes included in the Purchasing plan(s):

---

Accountable parties, offices or departments for the Purchasing plan(s):

---

A brief description of the plan(s) to advance sustainability in Transportation:

COA's 2013 Energy Framework includes several goals related to advancing sustainability in transportation both through our vehicle fleet

and through college-sponsored air travel.

The measurable objectives, strategies and timeframes included in the Transportation plan(s):

From the 2013 Energy Framework:

1.(a) By 2020 COA vehicle fleet will be fossil-fuel free.

5. Offset Air Travel. For all COA-sponsored air travel (i.e., COA has paid for the plan ticket), the college will offset the carbon released

by purchasing carbon credits.

Accountable parties, offices or departments for the Transportation plan(s):

Director of Energy Operations and Management, Business Office

A brief description of the plan(s) to advance sustainability in Waste:

---

The measurable objectives, strategies and timeframes included in the Waste plan(s):

---

Accountable parties, offices or departments for the Waste plan(s):

---

A brief description of the plan(s) to advance sustainability in Water:

---

The measurable objectives, strategies and timeframes included in the Water plan(s):




---

Accountable parties, offices or departments for the Water plan(s):

---

A brief description of the plan(s) to advance Diversity and Affordability:

COA's 2012-2016 Strategic Design includes a goal to recruit, enroll, and support highly motivated students from diverse backgrounds

who will both benefit from and contribute to COA's ecology of learning. As part of this, the college placed a priority on fostering and

maintaining international diversity of the student body, as well as managing financial aid expenditures in a manner that ensures that the

college can provide equitable access to a COA education.

The measurable objectives, strategies and timeframes included in the Diversity and Affordability plan(s):

From COA's 2012-2016 Strategic Design:

Strategic Imperative 1, Goal 3, Action ii: Achieve the capital campaign objective of raising $12 million to increase student support ($4

million directed to student financial assistance and $8 million directed to Davis Scholar support) - FY15.

Accountable parties, offices or departments for the Diversity and Affordability plan(s):

Development Office, Financial Aid Office, Office of Admission

A brief description of the plan(s) to advance sustainability in Health, Wellbeing and Work:

---

The measurable objectives, strategies and timeframes included in the Health, Wellbeing and Work plan(s):

---

Accountable parties, offices or departments for the Health, Wellbeing and Work plan(s):

---

A brief description of the plan(s) to advance sustainability in Investment:

---

The measurable objectives, strategies and timeframes included in the Investment plan(s):

---




Accountable parties, offices or departments for the Investment plan(s):

---

A brief description of the plan(s) to advance sustainability in other areas:

---

The measurable objectives, strategies and timeframes included in the other plan(s):

---

Accountable parties, offices or departments for the other plan(s):

---

The institution’s definition of sustainability:

---

Does the institution’s strategic plan or equivalent guiding document include sustainability at a high level?:

Yes

A brief description of how the institution’s strategic plan or equivalent guiding document addresses sustainability:

---

The website URL where information about the institution’s sustainability planning is available:

http://coa.edu/environmental-commitment.htm



http://coa.edu/environmental-commitment.htm


Governance

Criteria

Part 1

Institution’s students participate in governance in one or more of the following ways:

A. All enrolled students, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct

participation or the election of representatives)

B. There is at least one student representative on the institution’s governing body. To count, student representatives must be elected by

their peers or appointed by a representative student body or organization.

And/or

C. Students have a formal role in decision-making in regard to one or more of the following:

• Establishing organizational mission, vision, and/or goals

• Establishing new policies, programs, or initiatives

• Strategic and long-term planning

• Existing or prospective physical resources

• Budgeting, staffing and financial planning

• Communications processes and transparency practices

• Prioritization of programs and projects

Part 2

Institution’s staff participate in governance in one or more of the following ways:

A. All staff members, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct


B. There is at least one non-supervisory staff representative on the institution’s governing body. To count, staff representatives must be

elected by their peers or appointed by a representative staff body or organization.

And/or

C. Non-supervisory staff have a formal role in decision-making in regard to one or more of the areas outlined in Part 1.

Part 3

Institution’s faculty participate in governance in one or more of the following ways:

A. All faculty members, regardless of type or status, have an avenue to participate in one or more governance bodies (through direct


B. There is at least one teaching or research faculty representative on the institution’s governing body. To count, faculty representatives

must be elected by their peers or appointed by a representative faculty body or organization.




And/or

C. Faculty have a formal role in decision-making in regard to one or more of the areas outlined in Part 1.

Participatory or shared governance bodies, structures and/or mechanisms may be managed by the institution (e.g. committees, councils,

senates), by stakeholder groups (e.g. student, faculty and staff committees/organizations), or jointly (e.g. union/management structures).

Structures or mechanisms adopted by entities of which the institution is part (e.g. government or university system) may count for this

credit as long as they apply and are adhered to by the institution.





Diversity & Affordability

This subcategory seeks to recognize institutions that are working to advance diversity and affordability on campus. In order to build a

sustainable society, diverse groups will need to be able to come together and work collaboratively to address sustainability challenges.

Members of racial and ethnic minority groups and immigrant, indigenous and low-income communities tend to suffer disproportionate

exposure to environmental problems. This environmental injustice happens as a result of unequal and segregated or isolated communities.

To achieve environmental and social justice, society must work to address discrimination and promote equality. The historical legacy and

persistence of discrimination based on racial, gender, religious, and other differences makes a proactive approach to promoting a culture

of inclusiveness an important component of creating an equitable society. Higher education opens doors to opportunities that can help

create a more equitable world, and those doors must be open through affordable programs accessible to all regardless of race, gender,

religion, socio-economic status and other differences. In addition, a diverse student body, faculty, and staff provide rich resources for

learning and collaboration.

Credit

Diversity and Equity Coordination

Assessing Diversity and Equity

Support for Underrepresented Groups

Support for Future Faculty Diversity

Affordability and Access




Diversity and Equity Coordination

Responsible Party

Donna Gold


Public Relations

Criteria

Part 1

Institution has a diversity and equity committee, office and/or officer tasked by the administration or governing body to advise on and

implement policies, programs, and trainings related to diversity and equity on campus. The committee, office and/or officer focuses on

student and/or employee diversity and equity.

Part 2

Institution makes cultural competence trainings and activities available to all members of one or more of the following groups:

• Students

• Staff

• Faculty

• Administrators


Does the institution have a diversity and equity committee, office, and/or officer tasked by the administration or

governing body to advise on and implement policies, programs, and trainings related to diversity and equity on

campus?:

---

Does the committee, office and/or officer focus on one or both of the following?:

Yes or No

Student diversity and equity ---

Employee diversity and equity ---

A brief description of the diversity and equity committee, office and/or officer, including purview and activities:

---




The full-time equivalent of people employed in the diversity and equity office:

---

The website URL where information about the diversity and equity committee, office and/or officer is available:

---

Does the institution make cultural competence trainings and activities available to all members of the following

groups?:

Yes or No

Students Yes

Staff Yes

Faculty ---

Administrators ---

A brief description of the cultural competence trainings and activities:

We offer discussions and meetings regarding cultural competence and ethics of research; we also make it possible for faculty to include

international travel in classes, whether field-based science, literary or cultural. Our Ethical Research Review Board approves research and

processes, and also helps to educate the COA community on what is appropriate through mentoring meetings - whether individually or

with small groups (such as a library group concerned about posting archives on the web), or the All College Meeting.

The website URL where information about the cultural competence trainings is available:

http://www.coa.edu/errb.htm



http://www.coa.edu/errb.htm


Assessing Diversity and Equity

Responsible Party

Donna Gold


Public Relations

Criteria

Institution assesses diversity and equity on campus and uses the results to guide policy, programs, and initiatives. The assessment(s)

address one or more of the following areas:

1. Campus climate, e.g. through a survey or series of surveys to gather information about the attitudes, perceptions and experiences of

campus stakeholders and underrepresented groups

2. Student diversity and educational equity, e.g. through analysis of institutional data on diversity and equity by program and level,

comparisons between graduation and retention rates for diverse groups, and comparisons of student diversity to the diversity of the

communities being served by the institution

3. Employee diversity and employment equity, e.g. through analysis of institutional data on diversity and equity by job level and

classification, and comparisons between broad workforce diversity, faculty diversity, management diversity and the diversity of the

communities being served by the institution

4. Governance and public engagement, e.g. by assessing access to and participation in governance on the part of underrepresented

groups and women, the centrality of diversity and equity in planning and mission statements, and diversity and equity in public

engagement efforts


Has the institution assessed diversity and equity in terms of campus climate?:

Yes

A brief description of the campus climate assessment(s) :

COA annually surveys its first years and seniors through the National Survey of Student Engagement. Among the many questions are

those that assess student attitudes of diversity and equity.

Has the institution assessed student diversity and educational equity?:

---

A brief description of the student diversity and educational equity assessment(s):

---




Has the institution assessed employee diversity and employment equity?:

---

A brief description of the employee diversity and employment equity assessment(s):

---

Has the institution assessed diversity and equity in terms of governance and public engagement?:

---

A brief description of the governance and public engagement assessment(s):

---

The website URL where information about the assessment(s) is available:

---




Support for Underrepresented Groups

Responsible Party

Donna Gold


Public Relations

Criteria

Part 1

Institution has mentoring, counseling, peer support, academic support, or other programs in place to support underrepresented groups on

campus.

This credit excludes programs to help build a diverse faculty throughout higher education, which are covered in PA 7: Support for Future

Faculty Diversity.

Part 2

Institution has a discrimination response policy, program and/or team (or the equivalent) to respond to and support those who have

experienced or witnessed a bias incident, act of discrimination or hate crime.


Does the institution have mentoring, counseling, peer support, academic support, or other programs to support

underrepresented groups on campus?:

Yes

A brief description of the programs sponsored by the institution to support underrepresented groups:

We have support for all students on campus. In addition we offer support via student organizations to lesbian, gay, transgendered students

- Spectrum, and to international students - Pangea. More important, each student is individually watched by our Dean of Student Life and

her entire staff, as well as our Dean of Academic Affairs. We have an extensive writing center to assist students with language needs.

All our students are watched out for on both an academic and psycho-social level by their teachers, advisors and by members of our staff.

We also have counselors on campus. Our Academic Dean oversees the home-to-college transition for students who are most likely to be

challenged by college enrollment. A resource sharing meeting with first-generation students is held at the start of the school year.

To introduce students to each other, to the Maine environment and to the college, we offer a week-long outdoor experience in small

groups. This is followed by an extensive convocation experience to bring students into our community.

Each student has a faculty advisor; dorms are staffed by trained resident advisors. Additionally, work-study supervisors act as informal

advisors and mentors. Our faculty and staff frequently bring students into their homes, or take them out to dinner, establishing a level of

connection and comfort with them.

It is hard to stress this connection enough. Our one major, Human Ecology, is about training the entire student to become aware of the

relationship between humans and the world around them. Fulfilling the demands of this major go beyond academics and our entire

community takes this very seriously.




The website URL where more information about the support programs for underrepresented groups is available:

http://newsworthy.coa.edu/2012/01/spectrum-at-coa/

Does the institution have a discrimination response policy and/or team (or the equivalent) to respond to and support

those who have experienced or witnessed a bias incident, act of discrimination or hate crime?:

---

A brief description of the institution’s discrimination response policy, program and/or team:

---

The website URL where more information about the institution’s discrimination response policy, program and/or

team is available:

---

Does the institution offer housing options to accommodate the special needs of transgender and transitioning

students?:

No

Does the institution produce a publicly accessible inventory of gender neutral bathrooms on campus?:

---



http://newsworthy.coa.edu/2012/01/spectrum-at-coa/


Support for Future Faculty Diversity

Responsible Party

Donna Gold


Public Relations

Criteria

Institution administers and/or participates in a program or programs to help build a diverse faculty throughout higher education.

Such programs could take any of the following forms:

• Teaching fellowships or other programs to support terminal degree students from underrepresented groups in gaining teaching

experience. (The terminal degree students may be enrolled at another institution.)

• Mentoring, financial, and/or other support programs to prepare and encourage undergraduate or other non-terminal degree students

from underrepresented groups to pursue further education and careers as faculty members.

• Mentoring, financial, and/or other support programs for doctoral and post-doctoral students from underrepresented groups.


Does the institution administer and/or participate in a program or programs to help build a diverse faculty that meet

the criteria for this credit?:

No

A brief description of the institution’s programs that help increase the diversity of higher education faculty:

COA encourages future faculty through its constant mentoring of its students, which frequently continues post graduation. These efforts

are not focused on one particular group, but toward all students. While firmly believing in choosing the best faculty fit for COA - which is

quite different, given its interdisciplinary approach - the college is pleased that of the last four hires, three are women, greatly improving

the gender balance of the small faculty.

Our vision statement lays out our goals: "Graduates of College of the Atlantic change the world. Through lifetimes of learning and action,

they help to bring about a world where people value creativity, intellectual achievement and the

diversity of nature and human cultures, a world where people exercise respect and compassion,

construct meaningful lives for themselves, gain appreciation of the relationships among all forms

of life, and safeguard the heritage of future generations."

The website URL where more information about the faculty diversity program(s) is available :

---




Affordability and Access

Responsible Party

Donna Gold


Public Relations

Criteria

Part 1

Institution has policies and programs in place to make it accessible and affordable to low-income students and/or to support

non-traditional students. Such policies and programs may include, but are not limited to, the following:

• Policies and programs to minimize the cost of attendance for low-income students

• Programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds

• Programs to prepare students from low-income backgrounds for higher education (e.g. U.S. federal TRIO programs)

• Scholarships provided specifically for low-income students

• Programs to guide parents of low-income students through the higher education experience

• Targeted outreach to recruit students from low-income backgrounds

• Scholarships provided specifically for part-time students

• An on-site child care facility, a partnership with a local facility, and/or subsidies or financial support to help meet the child care needs

of students

Part 2

Institution is accessible and affordable to low-income students as demonstrated by one or more of the following indicators:

A. The percentage of entering students that are low-income

B. The graduation/success rate for low-income students

C. The percentage of student financial need met, on average

D. The percentage of students graduating with no interest-bearing student loan debt


Does the institution have policies and programs in place to make it accessible and affordable to low-income students?:

Yes

A brief description of any policies and programs to minimize the cost of attendance for low-income students:




The College provides federal Title IV aid to qualified students including Pell grants, SEOG grants, Perkins loans and workstudy as well

as institutional merit-based and need-based aid.

COA offers financial aid to 85% of its students, and has an outreach program to first generation college students. It also offers a $15,000

scholarship to qualified, accepted students transferring from community colleges.

A brief description of any programs to equip the institution’s faculty and staff to better serve students from

low-income backgrounds:

We have staff and faculty members who are keyed into issues of students from low incomes, and a coordinator of international students

for those students transitioning to COA from out of the country

A brief description of any programs to prepare students from low-income backgrounds for higher education:

While we don’t offer programs specifically for lower-income students, we do offer all students support with writing, study skills and

math.

A brief description of the institution's scholarships for low-income students:

As stated above, COA awards awards substantial amounts of need-based aid to low-income students. We also offer a variety of

merit-based awards, available to all students.

A brief description of any programs to guide parents of low-income students through the higher education

experience:

Comprehensive information about the financial aid application process and financial aid awards is provided to all parents and students.

A brief description of any targeted outreach to recruit students from low-income backgrounds:

We offer vouchers to help students pay for their visits to COA, as we believe visiting the college is the best way to understand our school.

A brief description of other admissions policies or programs to make the institution accessible and affordable to

low-income students:

A personal approach characterizes our review of applications. In arriving at a decision, the admission committee looks for evidence of the

following:

• academic preparation and achievement

• intellectual curiosity and an enthusiasm for learning

• desire to be part of a small college with a human ecology focus

• a tendency to seek out intellectual and personal challenges

An application for admission is complete when the Office of Admission has received all of the following: 1) a completed application

form and a $50 application fee (unless it is waived), 2) a personal statement as




well as answers to all the short essay questions, 3) at least two teacher recommendations, 4)

official transcripts of all academic work, 5) a personal interview – although not required we

strongly recommend one for all candidates. Standardized tests scores are not required, although

they can be helpful in assessing the academic ability of students from schools which do not give

grades or have nontraditional programs. Approximately half of the applicants to COA submit

either SAT or ACT scores. Should you wish to submit scores, our CEEB code is 3305. We

accept the Common Application and ask that you fill out our supplemental form in addition to the

Common Application; a supplement is available by calling the Office of Admission or downloading

it at

www.coa.edu

.

A brief description of other financial aid policies or programs to make the institution accessible and affordable to

low-income students:

COA provides in-person entrance and exit counseling for students with federal student loans. Most colleges provide online counseling

that have students read information and then check boxes on a computer screen in response. Our personalized counseling allows for

interactive questions and discussion to gain a better understanding of students’ rights and responsibilities in regards to loans, budgeting

and money management.

A brief description of other policies and programs to make the institution accessible and affordable to low-income

students not covered above:

COA provides comprehensive, consumer-friendly award packets that allow families to understand the difference between scholarships,

grants, loans and workstudy and ultimately what the true, out-of-pocket cost will be. There is even a form to allow families to compare

net costs at different schools alongside of COA's costs.

Does the institution have policies and programs in place to support non-traditional students?:

---

A brief description of any scholarships provided specifically for part-time students:

---

A brief description of any onsite child care facilities, partnerships with local facilities, and/or subsidies or financial

support to help meet the child care needs of students:

---

A brief description of other policies and programs to support non-traditional students:



http://www.coa.edu

http://www.coa.edu

http://www.coa.edu

http://www.coa.edu


---

Does the institution wish to pursue Part 2 of this credit (accessibility and affordability indicators)?:

---

Indicators that the institution is accessible and affordable to low-income students::

Percentage (0-100)

The percentage of entering students that are low-income ---

The graduation/success rate for low-income students ---

The percentage of student financial need met, on average ---

The percentage of students graduating with no

interest-bearing student loan debt---

The percentage of students that participate in or directly benefit from the institution’s policies and programs to

support low-income and non-traditional students:

---

The website URL where information about the institution's affordability and access programs is available:

http://www.coa.edu/costs-financial-aid.htm



http://www.coa.edu/costs-financial-aid.htm


Health, Wellbeing & Work

This subcategory seeks to recognize institutions that have incorporated sustainability into their human resources programs and policies.

An institution’s people define its character and capacity to perform; and so, an institution’s achievements can only be as strong as its

community. An institution can bolster the strength of its community by making fair and responsible investments in its human capital.

Such investments include offering benefits, wages, and other assistance that serve to respectfully and ethically compensate workers and

acting to protect and positively affect the health, safety and wellbeing of the campus community. Investment in human resources is

integral to the achievement of a healthy and sustainable balance between human capital, natural capital, and financial capital.

Credit

Employee Compensation

Assessing Employee Satisfaction

Wellness Program

Workplace Health and Safety




Employee Compensation

Responsible Party

Donna Gold


Public Relations

Criteria

Part 1

Institution’s employees and/or the employees of its on-site contractors are covered by sustainable compensation standards, guidelines, or

policies and/or collective bargaining agreements.

A sustainable compensation (or “living wage”) standard, guideline or policy is one that addresses wages and benefits in terms of the

ability of employees to meet basic needs. For example, a sustainable compensation policy may index hourly wages to a poverty guideline

or to local cost-of-living indicators. A labor market survey, salary survey or similar assessment may be used in conjunction with a basic

needs/cost-of-living approach, but is not sufficient on its own to count as a sustainable compensation policy.

Part 2

Institution’s employees and/or the employees of its on-site contractors receive sustainable compensation.

To earn points for Part 2 of this credit, an institution must assess employee compensation against one or more of the following:

1. A sustainable compensation standard developed or adopted by a committee with multi-stakeholder representation (i.e. its membership

includes faculty, staff, and students and may include Human Resources administrators or other parties). The standard need not be

formally adopted by the institution.

2. A sustainable compensation standard that is in use in the institution’s locality. The standard may be formal (e.g. a “living wage”

ordinance covering public employees) or informal (e.g. a standard adopted by a local, regional or national campaign).

3. An appropriate poverty guideline, threshold or low-income cut-off for a family of four.

For institutions that elect to assess compensation against a poverty guideline, threshold or low-income cut-off, sustainable compensation

is defined as wages equivalent to 120 percent of the poverty guideline for a family of four. An institution may offset up to 20 percent of

the wage criteria with employer-paid benefits that address basic needs (e.g. healthcare and retirement contributions).

Both parts of this credit are based on the total number of employees working on campus as part of regular and ongoing campus

operations, which includes:

• Staff and faculty, i.e. all regular full-time, regular part-time and temporary (or non-regular) employees, including adjunct faculty and

graduate student employees (e.g. teaching and research assistants). Institutions may choose to include or omit undergraduate student

workers.

• Employees of contractors that work on-site as part of regular and ongoing campus operations. Such contractors may include, but are

not limited to, providers of dining/catering, cleaning/janitorial, maintenance, groundskeeping, transportation, and retail services.

Construction and demolition crews and other temporary contracted employees may be excluded.





Number of employees:

---

Number of staff and faculty covered by sustainable compensation standards, guidelines, or policies; and/or collective

bargaining agreements:

---

Does the institution have employees of contractors working on-site as part of regular and ongoing campus

operations?:

---

Number of employees of contractors working on campus:

---

Number of employees of contractors covered by sustainable compensation standards, guidelines, or policies and/or

collective bargaining agreements:

---

A brief description of the sustainable compensation standards, guidelines, or policies; and/or collective bargaining

agreements covering staff, faculty and/or employees of contractors:

---

Does the institution wish to pursue Part 2 of this credit (assessing employee compensation)?:

---

Number of staff and faculty that receive sustainable compensation:

---

Number of employees of contractors that receive sustainable compensation:

---

A brief description of the standard(s) against which compensation was assessed:

---

A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid regular,




full-time employees:

---

A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid regular,

part-time employees:

---

A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid temporary

(non-regular) staff:

---

A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid temporary

(non-regular, adjunct or contingent) faculty:

---

A brief description of the compensation (wages and benefits) provided to the institution’s lowest paid student

employees (graduate and/or undergraduate, as applicable):

---

The local legal minimum hourly wage for regular employees:

---

Does the institution have an on-site child care facility, partner with a local facility, and/or provide subsidies or

financial support to help meet the child care needs of faculty and staff?:

No

Does the institution offer a socially responsible investment option for retirement plans?:

Yes

The website URL where information about the institution’s sustainable compensation policies and practices is

available:

---




Assessing Employee Satisfaction

Responsible Party

Donna Gold


Public Relations

Criteria

Institution conducts a survey or other evaluation that allows for anonymous feedback to measure employee satisfaction and engagement.

The survey or equivalent may be conducted institution-wide or may be done by individual departments or divisions. The evaluation

addresses (but is not limited to) the following areas:

• Job satisfaction

• Learning and advancement opportunities

• Work culture and work/life balance

The institution has a mechanism in place to address issues raised by the evaluation.


Has the institution conducted an employee satisfaction and engagement survey or other evaluation that meets the

criteria for this credit?:

Yes

The percentage of employees (staff and faculty) assessed, directly or by representative sample:

---

A brief description of the institution’s methodology for evaluating employee satisfaction and engagement:

Staff and faculty are surveyed in an anonymous process, department by department, a few departments each year. They are surveyed for

how satisfied they are with their dealings with each department. Employees are able to contact representatives to the Personnel

Committee to request anonymous or confidential assistance with other issues.

A brief description of the mechanism(s) by which the institution addresses issues raised by the evaluation (including

examples from the previous three years):

---

The year the employee satisfaction and engagement evaluation was last administered:

2,011




The website URL where information about the institution’s employee satisfaction and engagement assessment is

available:

---




Wellness Program

Responsible Party

Donna Gold


Public Relations

Criteria

Institution has a wellness and/or employee assistance program that makes available counseling, referral, and wellbeing services to all

members of any of the following groups:

• Students

• Staff

• Faculty


Does the institution make counseling, referral, and wellbeing services available to all members of the following

groups?:

Yes or No

Students ---

Staff Yes

Faculty ---

A brief description of the institution’s wellness and/or employee assistance program(s):

Through our health insurance, which includes counseling, wellness checkups and allows for a medical savings plan to cover other

well-being services, including non-traditional providers.

The website URL where information about the institution's wellness program(s) is available:

---




Workplace Health and Safety

Criteria

Part 1

Institution has reduced its total number of reportable workplace injuries and occupational disease cases per full-time equivalent (FTE)

employee compared to a baseline.

Part 2

Institution has fewer than 5 reportable workplace injuries and occupational disease cases annually per 100 full-time equivalent (FTE)

employees.

This credit includes employees of contractors working on-site for whom the institution is liable for workplace safety, for example workers

for whom the institution is mandated to report injuries and disease cases by a health and safety authority such as the U.S. Occupational

Health and Safety Administration (OSHA) or the Canadian Center for Occupational Health and Safety (CCOHS). Injuries and disease

cases include OSHA/CCOHS-reportable fatal and non-fatal injuries (or the equivalent) arising out of or in the course of work and cases of

diseases arising from a work-related injury or the work situation or activity (e.g. exposure to harmful chemicals, stress, ergonomic issues).

See Sampling and Data Standards, below, for further guidance on reporting injuries and disease cases.





Investment

This subcategory seeks to recognize institutions that make investment decisions that promote sustainability. Most institutions invest

some of their assets in order to generate income. Together, colleges and universities invest hundreds of billions of dollars. Schools with

transparent and democratic investment processes promote accountability and engagement by the campus and community. Furthermore,

institutions can support sustainability by investing in companies and funds that, in addition to providing a strong rate of return, are

committed to social and environmental responsibility. Investing in these industries also supports the development of sustainable products

and services. Finally, campuses can engage with the businesses in which they are invested in order to promote sustainable practices.

Throughout this subcategory, the term “sustainable investment” is inclusive of socially responsible, environmentally responsible, ethical,

impact, and mission-related investment.

Credit

Committee on Investor Responsibility

Sustainable Investment

Investment Disclosure




Committee on Investor Responsibility

Responsible Party

Andy Griffiths

Administrative Dean

Administration

Criteria

Institution has a formally established and active committee on investor responsibility (CIR) or similar body that makes recommendations

to fund decision-makers on socially and environmentally responsible investment opportunities across asset classes, including proxy

voting. The body has multi-stakeholder representation, which means its membership includes faculty, staff, and students and may include

alumni, trustees, and/or other parties.

Institutions for which investments are handled by the university system and/or a separate foundation of the institution should report on the

investment policies and activities of those entities.

A general committee that oversees the institution’s investments does not count for this credit unless social and environmental

responsibility is an explicit part of its mission and/or agenda.

This credit applies to institutions with endowments of US $1 million or larger. Institutions with endowments totaling less than US $1million may choose to omit this credit.

Submission Note:

We do not have a committee on investor responsibility (CIR). However, being such a small institution, students, faculty, and staff are

actively involved in advocating for sustainability on all levels of the college, including in our investments. For instance, our campus

committee on sustainability (comprised of students, faculty, and staff) recently brought forward fossil fuel divestment recommendations

to our trustee committee on investment. Following this discussion, our board of trustees passed a resolution to divest from fossil fuels.

As with other trustee and college governance committees, the committee on investment is open to students and others to attend,

participate, and share their concerns.


Does the institution have a formally established and active committee on investor responsibility (CIR) or similar body

that has multi-stakeholder representation and otherwise meets the criteria for this credit?:

No

The charter or mission statement of the CIR or other body which reflects social and environmental concerns or a

brief description of how the CIR is tasked to address social and environmental concerns:

---

Members of the CIR, including affiliations and role (e.g. student, faculty, alumni):




---

Examples of CIR actions during the previous three years:

---

The website URL where information about the CIR is available:

---




Sustainable Investment

Responsible Party

Andy Griffiths

Administrative Dean

Administration

Criteria

There are two possible approaches to this credit; institutions may pursue one or both. Institutions for which investments are handled by

the university system, a separate foundation of the institution and/or a management company contracted by the institution should report

on the combined activities of those entities.

Option 1: Positive Sustainability Investment

Institution invests in one or more of the following:

• Sustainable industries (e.g. renewable energy or sustainable forestry). This may include any investment directly in an entire industry

sector as well as holdings of companies whose entire business is sustainable (e.g. a manufacturer of wind turbines).

• Businesses selected for exemplary sustainability performance (e.g. using criteria specified in a sustainable investment policy). This

includes investments made, at least in in part, because of a company's social or environmental performance. Existing stock in a

company that happens to have socially or environmentally responsible practices should not be included unless the investment decision

was based, at least in part, on the company's sustainability performance.

• Sustainability investment funds (e.g. a renewable energy or impact investment fund). This may include any fund with a mission of

investing in a sustainable sector or industry (or multiple sectors), as well as any fund that is focused on purchasing bonds with

sustainable goals.

• Community development financial institutions (CDFI) or the equivalent (including funds that invest primarily in CDFIs or the

equivalent).

• Socially responsible mutual funds with positive screens (or the equivalent). Investment in a socially responsible fund with only

negative screens (i.e. one that excludes egregious offenders or certain industries, such as tobacco or weapons manufacturing) does not

count for Option 1.

• Green revolving loan funds that are funded from the endowment

Option 2: Investor Engagement

Institution has policies and/or practices that meet one or more of the following criteria:

• Has a publicly available sustainable investment policy (e.g. to consider the social and/or environmental impacts of investment

decisions in addition to financial considerations)

• Uses its sustainable investment policy to select and guide investment managers

• Has engaged in proxy voting to promote sustainability, either by its CIR or other committee or through the use of guidelines, during

the previous three years

• Has filed or co-filed one or more shareholder resolutions that address sustainability or submitted one or more letters about social or

environmental responsibility to a company in which it holds investments, during the previous three years




• Has a publicly available investment policy with negative screens, for example to prohibit investment in an industry (e.g. tobacco or

weapons manufacturing) or participate in a divestment effort (e.g. targeting fossil fuel production or human rights violations)

• Engages in policy advocacy by participating in investor networks (e.g. Principles for Responsible Investment, Investor Network on

Climate Risk, Interfaith Center on Corporate Responsibility) and/or engages in inter-organizational collaborations to share best

practices


Total value of the investment pool:

49,000,000 US/Canadian $

Value of holdings in each of the following categories::

Value of Holdings

Sustainable industries (e.g. renewable energy or

sustainable forestry)0 US/Canadian $

Businesses selected for exemplary sustainability

performance (e.g. using criteria specified in a sustainable

investment policy)

0 US/Canadian $

Sustainability investment funds (e.g. a renewable energy

or impact investment fund)0 US/Canadian $

Community development financial institutions (CDFIs) or

the equivalent0 US/Canadian $

Socially responsible mutual funds with positive screens

(or the equivalent)0 US/Canadian $

Green revolving loan funds that are funded from the

endowment0 US/Canadian $

A brief description of the companies, funds, and/or institutions referenced above:

---

Does the institution have a publicly available sustainable investment policy?:

Yes

A copy of the sustainable investment policy:




---

The sustainable investment policy:

The 2008 Guidelines for the College of the Atlantic Endowment, passed by the college's trustees, include the following statement:

Social Responsibility:

The investments in the Endowment in general terms should be reflective of the College’s concern for society and the environment. At this

time, the only specific area to be avoided is tobacco. The Investment Committee does not want to tie the hands of our investment

managers but strongly urge them to be sensitive to and avoid companies whose activities and/or practices are broadly thought to be

detrimental to the environment and poor business practices. If there is doubt about any issue in the minds of an investment manager

before buying such an investment, they should contact the Chairman of the Investment Committee. From time to time, the College may

ask our investment advisors to research a particular area of possible concern.

In addition, in March 2013 COA's rustees passed the following resolution to divest from fossil fuels:

Divestiture Statement

The College of the Atlantic will divest from any common stocks that appear on the

attached list of fossil fuel related companies [GOFOSSILFUELFREE TOP 200 COMPANIES] and will divest from any fixed income

from that same list upon maturity; we will also instruct our investment managers to refrain from any further investments in

companies on that list.

Does the institution use its sustainable investment policy to select and guide investment managers?:

Yes

A brief description of how the policy is applied, including recent examples:

We sold all of our fossil energy related equities in 2013. This was accomplished within 24 hours of our trustees enacting the divestiture

resolution.

Does the institution's sustainable investment policy include negative screens?:

Yes

A brief description of the negative screens and how they have been implemented:

We screen against tobacco and fossil fuels, as per the sustainable investment policy statements detailed above.

Approximate percentage of the endowment that the negative screens apply to:

100

Has the institution engaged in proxy voting, either by its CIR or other committee or through the use of guidelines, to

promote sustainability during the previous three years?:

No

A copy of the proxy voting guidelines or proxy record:

---




A brief description of how managers are adhering to proxy voting guidelines:

From the 2008 Guidelines for the College of the Atlantic Endowment:

Proxies are to be voted by the investment managers. The College of the Atlantic Shareholder Advisory Standing Committee will provide

recommendations on how to vote proxies that concern environmental and social issues.

Has the institution filed or co-filed one or more shareholder resolutions that address sustainability or submitted one

or more letters about social or environmental responsibility to a company in which it holds investments during the

previous three years?:

No

Examples of how the institution has engaged with corporations in its portfolio about sustainability issues during the

previous three years:

---

Does the institution engage in policy advocacy by participating in investor networks and/or engaging in

inter-organizational collaborations to share best practices?:

No

A brief description of the investor networks and/or collaborations:

---

The website URL where information about the institution's sustainable investment efforts is available:

http://coa.edu/sustinvestment.htm



http://coa.edu/sustinvestment.htm


Investment Disclosure

Responsible Party

Donna Gold


Public Relations

Criteria

Institution makes a snapshot of its investment holdings available to the public, including the amount invested in each fund and/or

company and proxy voting records. The snapshot of holdings is updated at least once per year.

Institutions for which investments are handled by the university system, a separate foundation of the institution and/or a management

company contracted by the institution should report on the combined activities of those entities.





Innovation

Innovation

These credits recognize institutions that are seeking innovative solutions to sustainability challenges and demonstrating sustainability

leadership in ways that are not otherwise captured by STARS.

Credit

Innovation 1

Innovation 2

Innovation 3

Innovation 4




Innovation 1

Responsible Party

Dave Feldman



Criteria

1. Innovation credits are reserved for new, extraordinary, unique, ground-breaking, or uncommon outcomes, policies, and practices that

greatly exceed the highest criterion of an existing STARS credit or are not covered by an existing STARS credit.

2. In general, innovation credits should have roughly similar impacts or be on the same scale as other STARS credits.

3. Outcomes, policies, and practices that are innovative for the institution’s region or institution type are eligible for innovation credits.

4. The innovative practice, policy, program, or outcome must have occurred within the three years prior to the anticipated date of

submission.

5. The innovative practice or program has to be something that the institution has already done; planned activities do not count.

6. The innovative practice or program should originate from an area within the defined institutional boundary.

7. An institution can only claim a particular activity as an innovation credit once. When re-submitting for a STARS rating, an innovation

credit that the institution submitted previously cannot be re-submitted. An institution that has made significant advancements to a

project or program that was previously submitted as an innovation may resubmit based on those advancements if the project or

program is still considered innovative.

8. Practices, policies, and programs that were once considered innovative but are now widely adopted (e.g. being the first institution to

enact a policy 20 years ago that is now common) may not be claimed as innovation credits.

9. Multiple activities or practices whose sum is innovative can be considered for an innovation credit as long as those activities or

practices are related. For example, three innovative waste reduction programs in research laboratories could be listed together under a

single innovation credit for Greening Laboratories. Listing a series of unrelated accomplishments or events under a single innovation

credit is not accepted.

10. While the practices that led to receiving an award may be appropriate for an innovation credit, winning awards and/or high

sustainability rankings in other assessments is not, in and of itself, grounds for an innovation credit. When the innovation is part of a

partnership, the summary provided must clearly describe the institution’s role in the innovation.

To help ensure that the policy, practice, program, or outcome that the institution is claiming for an innovation credit is truly innovative,

institutions must submit a letter of affirmation from an individual with relevant expertise in the associated content area. The letter should

affirm how the innovation meets the criteria outlined above.

For example, if an institution claims an innovation credit for water use reduction, the institution might solicit a letter from a hydrologist or

a water expert from another campus or organization to verify that the strategy is innovative. An innovation may be affirmed internally by

campus personnel who are independent of the policy, practice, program, or outcome. Please note that it is not required that the individual

be employed in the higher education sector to submit a letter of verification.

The letter should be specific to a single innovation credit. If an institution is claiming three innovation credits, it would solicit and submit

three separate letters, with each letter speaking to the specific innovation credit it addresses.





Title or keywords related to the innovative policy, practice, program, or outcome:

Divestment from fossil fuel companies

A brief description of the innovative policy, practice, program, or outcome :

On March 11, 2013, at a special meeting of College of the Atlantic’s Board of Trustees, the trustees accepted a student proposal to divest

the college from all fossil fuel-related investments. The day after this resolution passed, the college fully divested its approximately $1

million in fossil fuel-related investments.

COA second-year student Lucas Burdick led the successful student campaign to divest. The divestment campaign began just before the

college’s January board meeting. The student campaign quickly garnered widespread support from faculty, staff, and the board of

trustees. It took only one week for the college to accept a provisional agreement to divest. The college then held a special meeting of the

board of trustees to formally approve the final resolution.

According to the organization

350.org

, COA is just the fourth college to resolve to divest its endowment from fossil fuel companies (

http://gofossilfree.org/commitments/

). Although around a dozen schools have decided to divest from fossil fuels, COA is seen as one of the most well-known schools to have

done so. (

http://chronicle.com/article/Pitzer-College-to-Take/145905/

).

A brief description of any positive measurable outcomes associated with the innovation (if not reported above):

---

A letter of affirmation from an individual with relevant expertise:

2014_05_12_aashestars.pdf

Which of the following STARS subcategories does the innovation most closely relate to? (Select all that apply up to a

maximum of 5):

Yes or No

Curriculum ---



http://350.org

http://350.org

http://350.org

http://350.org









http://stars.aashe.org/media/secure/477/6/582/3264/2014_05_12_aashestars.pdf


Research ---

Campus Engagement ---

Public Engagement ---

Air & Climate ---

Buildings ---

Dining Services ---

Energy ---

Grounds ---

Purchasing ---

Transportation ---

Waste ---

Water ---

Coordination, Planning & Governance ---

Diversity & Affordability ---

Health, Wellbeing & Work ---

Investment Yes

Other topic(s) that the innovation relates to that are not listed above:

---

The website URL where information about the innovation is available :






Innovation 2

Responsible Party

Dave Feldman



Criteria






submission.






























COA students play a leadership role at COP17 of the UN Framework Convention on Climate Change

A brief description of the innovative policy, practice, program, or outcome:

In December of 2011, College of the Atlantic sent 8 students to participate in the 17th Conference of the Parties (COP17) of the United

Nations Framework Convention on Climate Change (UNFCCC) in Durban, South Africa. Students participated under the aegis of [earth]

("earth in brackets"), a COA student organization for students who wish to engage in global environmental politics. COA prepared

students for COP17 by offering a class the previous trimester devoted entirely to covering the structure of the UNFCCC regime as well as

the specific political and economic issues to be negotiated at the conference.

Because of this preparation, the COA students were able to play a key role in the COP. COA students played a central leadership role

among youth at the conference, including on the policy, media, and organizing teams of the youth constituency. Of particular note, a

COA Student, Anjali Appadurai, was chosen to give the plenary address on behalf of worldwide youth at the close of the COP. She wrote

her speech in collaboration with COA students and other youth participants.

Ms. Appadurai's speech was riveting and powerful, and it received coverage in The New York Times, on Democracy Now, and

elsewhere. (


) Her speech was posted on YouTube, where it has received over 125,000 views. (

https://www.youtube.com/watch?v=Ko3e6G_7GY4

)


---


lin letter_1.jpeg


maximum of five):

Yes or No

Curriculum Yes

Research No











http://stars.aashe.org/media/secure/477/6/583/3271/lin%20letter_1.jpeg


Campus Engagement No

Public Engagement Yes

Air & Climate Yes

Buildings No

Dining Services No

Energy No

Grounds No

Purchasing No

Transportation No

Waste No

Water No

Coordination, Planning & Governance No

Diversity & Affordability No

Health, Wellbeing & Work No

Investment No


---

The website URL where information about the innovation is available:

http://dotearth.blogs.nytimes.com/2011/12/10/young-voices-at-deadlocked-durban-climate-talks/?_

php=true&_type=blogs&_r=0



http://dotearth.blogs.nytimes.com/2011/12/10/young-voices-at-deadlocked-durban-climate-talks/?_php=true&_type=blogs&_r=0

http://dotearth.blogs.nytimes.com/2011/12/10/young-voices-at-deadlocked-durban-climate-talks/?_php=true&_type=blogs&_r=0


Innovation 3

Responsible Party

Dave Feldman



Criteria






submission.






























National Park Practicum: Designing the Acadia National Park Nature Center


In the fall term of 2012, College of the Atlantic offered a class titled “National Park Practicum: Designing the Acadia National Park

Nature Center.” This class, offered in collaboration with Acadia National Park, was an interdisciplinary term of intensive study, research,

and collaboration to design and create climate change communication exhibits and messaging for the park's nature center. The class was

taught by Dru Colbert (Professor of Arts and Design), Stephen Ressel (Professor of Biology), and Dianne Clendaniel, a COA staff

member with over of two decades of experience in environmental education.

Through the course National Park Service scientists, climate change researchers, sustainable design experts, and communication

specialists joined COA faculty and students through a series of lectures, hands-on projects, and field research. Students worked in design

teams to explore current local climate change research, delve into science communication practices, design new exhibit modes, and begin

to share local stories of climate change. The exhibit designs will reach nearly 2.5 million park visitors and community members through

their installation in the Sieur de Monts Nature Center in 2016.


---


affirmation_college of the atlantic innovation 3.pdf


maximum of five):

Yes or No

Curriculum Yes

Research ---

Campus Engagement ---

Public Engagement Yes

Air & Climate Yes

Buildings ---



http://stars.aashe.org/media/secure/477/6/584/3278/affirmation_college%20of%20the%20atlantic%20innovation%203.pdf


Dining Services ---

Energy ---

Grounds ---

Purchasing ---

Transportation ---

Waste ---

Water ---

Coordination, Planning & Governance ---

Diversity & Affordability ---

Health, Wellbeing & Work ---

Investment ---


---


http://issuu.com/collegeoftheatlantic/docs/coa_magazine_fa13/15



http://issuu.com/collegeoftheatlantic/docs/coa_magazine_fa13/15


Innovation 4

Responsible Party

Dave Feldman



Criteria






submission.






























The Physics and Mathematics of Sustainable Energy


College of the Atlantic has developed a novel, interdisciplinary class, The Physics and Mathematics of Sustainable Energy. The aim of

this course is to help students learn some basic physics and quantitative and analytical skills so that they can participate responsibly and

effectively in policy discussions, personal and community decisions, and ventures in the area of sustainable energy. This course is

team-taught by Dr. Anna Demeo, a mechanical engineer, and Dr. David Feldman, a theoretical physicist. They bring complementary

perspectives and skills to the course.

Their class is unusually interdisciplinary, combining elements of physics, math, engineering, entrepreneurship, community development,

and finance. In addition to learning the basic physics of sustainable energy, students also learn how to calculate basic financial metrics,

including payback time, ROI (return on investment), and IRR (internal rate of return). Students learn how to use these metrics to evaluate

and seek funding for renewable energy projects. These are skills that are usually only taught in business or finance courses.

Students in the class complete a collaborative, term-long project carrying out a detailed financial and social analysis of a local challenge

around energy conservation or generation. These projects take place both on campus and in the broader community. For example, projects

have included an analysis of heating and cooling loads in COA's computer server room, an investigation of water use and irrigation at the

college's organic farm, and an analysis of the energy use at a local restaurant. Students give a public presentation and write a technical

report detailing their findings. In the three cases mentioned above improvements were made in energy consumption and efficiency

directly as a result of the students' work.

This highly interdisciplinary course has no pre-requisites beyond high-school algebra. The class takes first and second year students and

gives them sufficient technical background and hands-on experience to analyze and implement solutions to real-world problems.


---


hill_coa_letter.pdf


maximum of five):

Yes or No

Curriculum Yes

Research No



http://stars.aashe.org/media/secure/477/6/585/3285/hill_coa_letter.pdf


Campus Engagement No

Public Engagement No

Air & Climate No

Buildings Yes

Dining Services No

Energy Yes

Grounds No

Purchasing No

Transportation No

Waste No

Water No

Coordination, Planning & Governance No

Diversity & Affordability No

Health, Wellbeing & Work No

Investment No


---


http://hornacek.coa.edu/dave/Teaching/Energy.S13/



http://hornacek.coa.edu/dave/Teaching/Energy.S13/

Documents

College of the Atlantic STARS Snapshot - Sierra Club...May 12, 2014 · College of the Atlantic has a very small graduate program. Each year we typically award 2-3 M. Phil degrees